Universal Design for Learning (UDL) stands at the forefront of
contemporary efforts to create access to education curricula for
all students, including those with disabilities. This policy reader
comprises a notably wide range of articles that address the
challenges and opportunities facing policy makers as they consider
UDL's implications for federal, state, and local policy. It
includes essays that place UDL in the context of the education
field as a whole and that examine how UDL might inform pressing
contemporary discussions about accountability and access to the
curriculum. The volume also sheds light on various assistive
technologies. It concludes by considering contemporary assessments
of student learning and teacher effectiveness, and points to how
they might be improved through UDL and by expanding opportunities
for learning to more young people.
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