The Magic Is in the Margins: UDL Math

Lambert, Rachel

doi:10.5951/mtlt.2020.0282

Cited by 7 publications

(16 citation statements)

References 17 publications

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“…Our teaching experiment was a 6-week course for educators in the state of California in summer 2020 (Lambert et al, 2021). The class was primarily designed by the first author, a researcher and professional developer in UDL and mathematics, and the fourth author, a researcher and professional developer in mathematics and Design Thinking.…”

Section: Teaching Experiments Proceduresmentioning

confidence: 99%

“…To do so, we explore findings from our empirical project to better theorize teacher knowledge in UDL. Our empirical project was a design research study on professional development (PD) for in-service teachers and teacher leaders on UDL (Lambert et al, 2021;2022a,b). The PD was a six-week virtual course on UDL that integrated Design Thinking and UDL, specifically in the area of K-12 mathematics (UDL Math; Lambert, 2021).…”

Section: Introductionmentioning

confidence: 99%

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“UDL is a way of thinking”; theorizing UDL teacher knowledge, beliefs, and practices

Lambert,

McNiff,

Schuck

et al. 2023

Front. Educ.

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Using design research methodology, we explored changes in experienced educators’ beliefs, knowledge, and practices related to Universal Design for Learning (UDL) following a professional development course for in-service teachers and teacher leaders on UDL and design thinking. Data included analysis of focus groups 9 months after the summer professional development course. Findings indicated shifts in educators’ beliefs about UDL, moving from conceptions of UDL as a static, inflexible framework to a “way of thinking” – moment-to-moment responsiveness to students’ access needs. Another finding was the importance of empathy interviews as a practice to learn about students and build relationships. Participants stressed the importance of questioning one’s own deficit thinking about students with disabilities. We call for more investigations into teacher knowledge, beliefs, and practices on UDL.

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Section: Teaching Experiments Proceduresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“UDL is a way of thinking”; theorizing UDL teacher knowledge, beliefs, and practices

Lambert,

McNiff,

Schuck

et al. 2023

Front. Educ.

Self Cite

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“…Fundamental principles that support inclusive mathematics learning include differentiation [28,29], flexible pedagogy [30], and universal design for learning (UDL) [31]. Differentiation involves tailoring instructional content, processes, and assessments to accommodate various learning styles and proficiency levels [28].…”

Section: B Inclusive Mathematics Education and Its Fundamentalmentioning

confidence: 99%

Technology-Enhanced Inclusive Mathematics Learning: Promoting Equity and Lifelong Learning Opportunities for Vision-Impaired Students

Al Omoush,

Salih,

Mehigan

2023

2023 IEEE International Humanitarian Technology Conference (IHTC)

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The paper investigates the dynamic relationship between technology and inclusive mathematics education for students with vision impairments. The paper examines the transformative potential of technology integration in fostering an inclusive educational environment while acknowledging the challenges that need to be addressed. The authors highlight the imperative of teacher training, data privacy, and ethical considerations in effectively integrating technology into educational practices. The evolving role of educators in facilitating meaningful and inclusive learning experiences is emphasized. A collaborative effort involving governments, educational institutions, technology developers, and the community is indispensable in pursuing inclusive education; by collectively addressing challenges, embracing technological advancements, and adhering to ethical principles, a transformative educational landscape can be cultivated.

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“…UDL was developed by CAST, formerly known as the Center for Applied Special Technology. Their original goal was to address how to make learning environments more accessible for students with disabilities (CAST, n.d.; Lambert, 2021, p. 661; McMahon & Walker, 2014, p. 40). UDL arose out of the need to create an environment that is accessible to all learners and their diverse abilities.…”

Section: Applying Antiracism As a Complement To Udlmentioning

confidence: 99%

Removing Systemic Barriers for Learners with Diverse Identities: Antiracism, Universal Design for Learning, and Edpuzzle

Griggs

Moore

2022

J Spec Educ Technol

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Learners confront many different types of barriers in their learning environment depending on their diverse identities. This paper considers the barriers experienced by Black and Brown learners and learners with disabilities. Universal Design for Learning (UDL) is a framework created to remove barriers during the planning stage of curriculum design. By applying antiracism as a complement to UDL, we outline how to use Edpuzzle, a video lesson technology, to create accessible lessons for either Black and Brown learners, learners with disabilities, or both.

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The Magic Is in the Margins: UDL Math

Cited by 7 publications

References 17 publications

“UDL is a way of thinking”; theorizing UDL teacher knowledge, beliefs, and practices

“UDL is a way of thinking”; theorizing UDL teacher knowledge, beliefs, and practices

Technology-Enhanced Inclusive Mathematics Learning: Promoting Equity and Lifelong Learning Opportunities for Vision-Impaired Students

Removing Systemic Barriers for Learners with Diverse Identities: Antiracism, Universal Design for Learning, and Edpuzzle

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