CAST: Universal Design for Learning

Universal design for learning and the Arts

Harvard Educational Review 83:1

Teachers as designers: Multimodal immersion and strategic reading on the Internet

Research in the Schools, 19:1, 12-25.

Dynabooks to extend learner engagement in deep mathematical thinking

In C. Mouza & N.C. Lavigne (Eds.), Emerging Technologies for the Classroom: A Learning Sciences Perspective (pp. 31-46). New York, NY: Springer.

Analyzing a college course that adheres to the Universal Design for Learning (UDL) framework

Journal of the Scholarship of Teaching and Learning, 12:3, 31-61.

Using the Universal Design for Learning framework to support culturally diverse learners

Journal of Education 192(1): 17-22

Preparing teachers to implement universal design for learning

In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications: 135-152. New York: Guilford

Universal design for learning and the arts option

In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications: 106-119. New York: Guilford

Reading strategy instruction, universal design for learning, and digital texts: Examples of an integrated approach

In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications: 25-37. New York: Guilford

Universal design for learning in the classroom: Practical applications New York: Guilford

Tools for Practice: The UDL guidelines

In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications: 9-24. New York: Guilford

An introduction to universal design for learning: Questions and answers

In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications: 1-8. New York: Guilford

Universal design for learning in the mathematics classroom

In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications: 71-89. New York: Guilford

Universal design for learning in the science classroom

In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications: 55-70. New York: Guilford

‘Doing history’ the UDL way

In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications: 90-105. New York: Guilford

UDL unplugged: Applying universal design for learning in low-tech settings

In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications: 120-134. New York: Guilford

Transforming writing instruction with universal design for learning

In T.E. Hall, A. Meyer, & D.H. Rose (Eds.). Universal design for learning in the classroom: Practical applications: 38-54. New York: Guilford

Universal design for learning: Initiatives on the move: Understanding the impact of the Race to the Top and ARRA funding on the promotion of universal design for learning

Wakefield, MA: National Center on Universal Design for Learning.

Influence of verbal working memory depends on vocabulary: Oral reading fluency in adolescents with dyslexia

Mind, Brain, and Education, 6(1): 1-9

The assessment of youth psychopathology in Trinidad and Tobago: A cross-cultural construct validity study of the adjustment scales for children and adolescents

The International Journal of Educational and Psychological Assessment, 10(1), 159-178

Curricular opportunities in the digital age

Boston: Jobs for the Future. Retrieved online from http://www.studentsatthecenter.org/papers/curricular-opportunities-digital-age

The AIMing for Achievement Series, part three: AIM Support at Your Fingertips

Closing the Gap Solutions 30(2), 34-36. Online at http://aim.cast.org/sites/aim.cast.org/files/ClosingtheGap3.pdf

The Strategic Reader: Using Curriculum Based Measurement and universal design for learning to support reading instruction in a digital environment

In P.E. Noyce & D.T. Hickey (Eds.) New frontiers in formative assessment (129-140). Cambridge, MA: Harvard Education Press.

Universal design for learning

In J.W. Collins & N.P. O’Brien (Eds.) Greenwood dictionary of education (2nd Ed.), pp: 482. Westport, CT: Greenwood/ABC-Clio

Let the questions be your guide: MBE as interdisciplinary science

Mind, Brain, and Education, 5(4), 153-162

What can technology learn from the brain?

In T. Gray, & H. Silver-Pacuilla (Eds.), Breakthrough teaching and learning: How educational and assistive technologies are driving innovations (pp. 53-70). New York, NY: Springer Science+Business Media

The AIMing for Achievement Series, part one: Navigating the decision-making process

Closing the Gap Solutions 29(4), 11-14. Online at http://aim.cast.org/sites/aim.cast.org/files/ClosingtheGap1.pdf

Literacy by design: A universally designed digital reading approach for young students with significant intellectual disabilities

Remedial and Special Education Online at http://www.cast.org/library/bycast/Literacy_by_design_coynepishadaltonzephcook.pdf

Inter- and transdisciplinary work: Connecting research on hormones to problems of educational practice

Mind, Brain, and Education 4(4), 157-210.

Universal design for learning

In B. McGaw, P. Peterson, & E. Baker (Eds.). International Encyclopedia of Education (3rd Ed.). Oxford: Elsevier

2020's learning landscape: A retrospective on dyslexia

Perspectives on Language and Literacy 36(1): 33-37. Retrieved from http://www.interdys.org/ewebeditpro5/upload/2020_s_learning_landscape.pdf

Cognitive skill performance among young children living in poverty: Risk, change and the impact of Early Head Start

Early Childhood Research Quarterly, 24(3), 289-305.

Understanding depth of vocabulary online with bilingual and monolingual children

Reading and Writing Quarterly, (25)4, 311-333.

Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders

Reading and Writing: An Interdisciplinary Journal, (22)10.

Examining the 'whole child' to generate usable knowledge

Mind, Brain, and Education, 3(4), 209-217.

Poverty, relationship conflict and the regulation of cortisol in small and large group contexts at child care

Mind, Brian and Education, 3(3), 131-142.

Learning to read in the digital age

Mind, Brain, and Education, 3(2), 74-83.

Getting from here to there: UDL, global positioning systems, and lessons for improving education

In D. T. Gordon, J. W. Gravel, & L. A. Schifter (Eds.), A policy reader in universal design for learning (pp. 5-18). Cambridge, MA: Harvard Education Press.

Universal design for learning

In B. McGaw, P. Peterson, & E. Baker (Eds.). International encyclopedia of education, 3rd Ed. Oxford: Elsevier.

Beyond technology: Universal design for learning unplugged

Wakefield, MA: National Center on Universal Design for Learning.

Assistive technology, NIMAS, and UDL: From some students to all students

In D. Gordon, J. Gravel, & L. Schifter (Eds.), A policy reader in universal design for learning (pp. 133-154). Cambridge, MA: Harvard Education Press.

Reading fluency in adolescents with dyslexia: The influence of working memory depends on vocabulary knowledge

Mind, Brain, and Education.

The dynamics of childhood intelligence

In R. J. Sternberg & S. B. Kaufman (Eds.), The Cambridge handbook of intelligence. Cambridge, UK: Cambridge University Press.

Dynamic systems theories

In R. A. Shweder (Ed.), The Chicago companion to the child. Chicago: University of Chicago Press.

Dynamic development: A neo-Piagetian approach

In U. Mueller, J. M. Carpendale, & L. Smith (Eds.), The Cambridge companion to Piaget, Cambridge, UK: Cambridge University Press.

Covert orienting reflex: Involuntary pupil response predicts microsaccade production

Vision, (9)8, 399.

Assistive technology: Legal and practical issues

In J. Lindsey (Ed.), Technology in special education, (4th Edition). Austin, TX: ProEd Publications.

The changing landscape of text and comprehension in the age of new literacies

In J. Coiro, M. Knobel, C. Lankshear & D. Leu  (Eds.), Handbook of research on new literacies (pp. 297-324). Mahweh, NJ: Lawrence Earlbaum Publishers.

Scaffolding digital comprehension

In C.C. Block & S.R. Parris (Eds.), Comprehension instruction: Research-based best practices (2nd Ed.) (pp. 347-361). New York, Guilford Publications.

Curriculum planning for all learners: Applying universal design for learning in a high-school reading comprehension program

Preventing School Failure, 52(1).

Accurate for all: Universal design for learning and the assessment of students with learning disabilities

Perspectives on Language and Literacy, 23-28.

Universal design for learning in postsecondary education: Reflections on principles and their application

Universal design in higher education: From principles to practice . Cambridge, MA: Harvard Education Press.

Applying universal design for learning with children living in poverty

In S. B. Neuman (Ed.), Educating the other America: Top experts tackle poverty, literacy and achievement in our schools . Baltimore, MD: Paul H. Brookes Publishing.

Technology and the assessment of young children

Paper prepared for the Committee on Developmental Outcomes and Assessments for Young Children, National Research Council, Washington, DC.

Reading and Integrated Literacy Strategies (RAILS): An integrated approach to early reading

Journal of Education for Students Placed At Risk (13)4, 357-380.

Improving foreign language instruction with new technologies and universal design for learning

In E. Hamilton, & T. Barbieri, (Eds.), Worlds apart: Disability and foreign language learning. New Haven, CT: Yale University Press.

Reliability and validity of self-concept scores in secondary school students in Trinidad and Tobago

School Psychology International, (29)4, 466-480.

Child maltreatment and the development of alternate pathways in biology and behavior

In D. Coch, G. Dawson, & K. Fischer (Eds.), Human behavior, learning, and the developing brain: Atypical development. New York: The Guilford Press.

Summary of 2007 national summit on universal design for learning working groups

Report prepared for summit participants. Wakefield, MA: Author.

Integrating language, culture and technology to achieve new literacies for all

In L. L. Parker (Ed.), Technology-mediated learning environments for young English learners: Connections in and out of school. Mahwah, NJ: Lawrence Erlbaum Associates.

Universal design for learning

In M. F. Giangreco & M. B. Doyle, (Eds.), Quick-guides to inclusion: Ideas for educating students with disabilities (2nd Ed.). Towson, MD: Paul Brookes Publishing.

Reading as thinking: Integrating strategy instruction in a universally designed digital literacy environment

In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 423-442).  Mahweh, NJ:  Lawrence Erlbaum Publishers.

Developing accessible tests with universal design and digital technologies: Ensuring we standardize the right things

In C. C. Laitusis, & L. L. Cook (Eds.), Large-scale assessment and accommodations: What works (pp. 95-111). Arlington, VA: Council for Exceptional Children.

The Universal Design for Computer-Based Testing Framework: A structure for developing guidelines for constructing innovative computer-administered tests

Paper presented at the National Council on Measurement in Education Annual Meeting, Chicago, IL.

Netze von fertigkeiten: Wie schülerInnen lernen

Verhaltenstherapie & Verhaltensmedizin, 28, 475-484.

Growth cycles of mind and brain: Analyzing developmental pathways of learning disorders

In K. W. Fischer, J. H. Bernstein, & Immordino-Yang, M. H. (Eds.), Mind, brain, and education in reading disorders. Cambridge, UK: Cambridge University Press.

Crickets, books, and Bach: Develop a summer listening program

LD Online

Improving basic mathematics instruction: Promising technology resources for students with special needs

Technology in Action, 2(5), 1-6; 8.

Teacher assistance team social validity: A perspective from general education teachers

Education and Treatment of Children, 30 (7), 89-110.

Scaffolding English language learners and struggling readers in a universal literacy environment with embedded strategy instruction and vocabulary support

Journal of Literacy Research, 39, 71-93.

Transient and robust knowledge: Contextual support and the dynamics of children's reasoning about density

Mind, Brain, and Education, 1 (2), 98-108.

Is a synthesis possible? Making doubly sure in research and application

In K. W. Fischer, J. H. Bernstein, & M. H. Immordino-Yang (Eds.). Mind, brain, and education in reading disorders (pp. 281-292). Cambridge, UK: Cambridge University Press.

Plato revisited: Learning through listening in the digital world

Paper prepared for Recording for the Blind & Dyslexic, Princeton, NJ. Available at the Learning through Listening website.

Technology and the assessment of young children

Paper commissioned by Committee on Developmental Outcomes and Assessments for Young Children, Board on Children, Youth, and Families, Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education, National Research Council, Washington, DC.

Deficits in executive function processes: A curriculum-based intervention

In L. Meltzer (Ed.). Executive function in education: From theory to practice. New York: Guilford Publications.

Cognition and learning: Meeting the challenge of individual differences

Universal Access in the Information Society, 5(4), 381-391.

Visual learning and the brain: Implications for dyslexia

Mind, Brain, and Education, (1)3, 128-139.

Cognitive and emotional differences in young maltreated children: A translational application of dynamic skill theory

Development and Psychopathology, 18 (3), 679-706.

Improving struggling readers' comprehension through scaffolded hypertexts and other computer-based literacy programs

In (Eds.)  D. Reinking, M. C. McKenna, L. D. Labbo, & R. D. Keiffer, International handbook of literacy and technology, volume 2 (pp. 75-92). Mahweh, NJ: Lawrence Earlbaum Publishers.

Using universal design for learning to expand access to higher education

In M. Adams, & S. Brown (Eds.), Inclusive learning in higher education. London: RoutledgeFalmer.

Universal Design for Learning in postsecondary education: Reflections on principles and their application

Journal of Postsecondary Education and Disability, 19 (2), 135-151.

Response-to-instruction and universal design for learning: How might they intersect in the general education classroom?

K8 Access Center.

Technology's role in advancing literacy and achievement for diverse adolescent learners

Paper prepared for the Carnegie Corporation of New York.

Applying principles of universal design to test delivery: the effect of computer-based read aloud on test performance of high school students with learning disabilities

Journal of Technology, Learning, and Assessment 3 (7).

Speaking literacy and learning to technology: Speaking technology to literacy and learning

In B. Maloch , J. Hoffman, D. Schallert, C. Fairbanks & J. Worthy (Eds.), Invited annual research address, 54th Yearbook of the National Reading Conference (pp. 83-102).  Oak Creek, WI:  National Reading Conference, Inc.

Assistive technology and universal design for learning: Two sides of the same coin

In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 507-518). Whitefish Bay, WI: Knowledge by Design, Inc.

Using technology to support struggling readers: A review of the research

In D. Edyburn, K. Higgins, & R. Boone (Eds.),  Handbook of special education technology research and practice (pp. 545-569). Whitefish Bay, WI: Knowledge by Design, Inc.

Quality indicators for assistive technology services in schools

In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 179-207). Whitefish Bay, WI: Knowledge by Design, Inc.