ERIC Number: EJ1355570
Record Type: Journal
Publication Date: 2022-Jun
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2167-3454
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Available Date: N/A
Providing Multiple Means of Action and Expression in the Early Childhood Classroom through a Universal Design for Learning Framework
Hovey, Katrina A.; Gauvreau, Ariane N.; Lohmann, Marla J.
Journal of Special Education Apprenticeship, v11 n2 Article 7 Jun 2022
In order to ensure the success of all children in an inclusive preschool classroom, teachers must utilize evidence-based practices as outlined by the National Association for the Education of Young Children's Developmentally Appropriate Practices and the Council for Exceptional Children's Division of Early Childhood Recommended Practices. This can be achieved through the implementation of the Universal Design for Learning (UDL) framework. UDL is a proactive approach to classroom instruction that provides multiple means of engagement, representation, and action and expression. This article provides a brief overview of UDL, with a specific focus on multiple means of action and expression in the early childhood classroom. It is critical for practitioners to incorporate strategies related to multiple means of action, engagement, expression, and representation because these strategies afford all learners diverse ways to navigate the learning environment, express their understanding, and demonstrate new knowledge and skills.
Descriptors: Early Childhood Education, Access to Education, Special Needs Students, Inclusion, Guidelines, Preschool Children, Developmentally Appropriate Practices, Teaching Methods, Diversity, Learning Processes, Visual Aids, Educational Technology, Alignment (Education), Learning Activities, Evidence Based Practice, Instructional Materials
Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A