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Universal Design for Learning: From Theory to Practice In this webinar, expert classroom educators Jon Mundorf (Naples, FL) and Alexis Reid (Boston, MA) discussed the ways in which UDL helps them teach more effectively and reach more students. They talked about some of the challenges of applying UDL principles and shared proven strategies for success. David Gordon, co-author of the 2014 book Universal Design for Learning: Theory and Practice, which features both Jon and Alexis, joined them to talk about how the growing community of UDL practitioners is informing and shaping the theory. CAST Professional Learning's Allison Posey moderated.

Universal Design for Learning: Theory and Practice by Anne Meyer, David H. Rose, & David Gordon $59.99 (Paperback/Full color edition) | $29.99 (Paperback/Black and white) Anne Meyer and David Rose, who first laid out the principles of UDL in the '90s, provide an ambitious, engaging discussion of new research and best practices. This book gives the UDL field an essential and authoritative learning resource for the coming years.

""Toolbelt Theory" is based around the idea that as humans we are tool users, and that we choose tools most effectively when that choice begins with the Task at hand, and then considers theEnvironment in which that task must be performed, the Skill set of the individual (the tool chooser), and the Tools which are available (Thus the acronyn TEST)  --Ira Socol "

Spoon Theory explained

Universal Design for Learning: Theory and Practice interactive, online text to learn about and discuss UDL

"The trick to tool use is to learn to evaluate tasks and environments and your skills and the tools themselves as they change and determine what works best for you. I call this the "TEST" - Task - Environment - Skills - Tools, a specifically ordered reframing of Joy Zabala's "SETT" protocol. A specifically ordered reframing designed for self-determination."

Slideshow describing the theory and practice of teaching language to students using aac

From Teaching Every Student in the Digital Age: "Historically, most ideas about individual learning differences have been based on the assumption that the brain is roughly the same all over . . . In contrast, more recent theories, such as Multiple Intell

'Created as an activity resource for new speech therapists and apprentices who came out of college with lots of theory and not a whole lot of practical ideas for therapy.

The results of this research add to the evidence regarding the effectiveness of using AAC with people with an ASD (Mirenda, 2001; Schlosser & Blischak, 2001), and adds to the knowledge of why AAC systems are potentially beneficial for children with autism, (The National Standards Report). Effective teaching of motor plans, using the LAMP theory, can be seen to allow for increased storage and retention of symbolic information, resulting with more automatic communication over time, and reducing the cognitive demands associated with analysing and choosing from different symbol sets, as described in the LAMP Manuals (Halloran and Emerson, 2006: Halloran and Halloran, 2012).

Children and adults with developmental delays have benefited from the use of augmentative and alternative communication (AAC) systems to develop language skills necessary for more generative and functional communication. Beginning communicators however, have historically been considered too young or too pre-linguistic and therefore have not been introduced to AAC systems until behaviors, thought to be prerequisites, have been noted. Recent research and theories about early communication development have challenged this traditional practice and broadened the scope of what is considered to be AAC. Practitioners and parents unfamiliar with early AAC options may not recognize possible applications of communication strategies used with typically developing children and older persons with developmental disabilities. AAC is applicable at all ages for learning communication roles and behaviors as well as for functional communication for persons who do not yet demonstrate clear referential symbol use. This article addresses nine questions that are frequently asked about early introduction of AAC systems to children under 3 years of age. Rationales and strategies are provided that can assist early interventionists and parents in considering AAC options for children at risk for being unintelligible or non-speaking.

Howard Gardner's work around multiple intelligences has had a profound impact on thinking and practice in education - especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educatio

Theory behind Gardner

Descriptions of a number of reading strategies

Scaffold student understanding of text usingthe following ideas and strategies that I have briefly described below. Many of these strategies are suitable for secondary as well as elementary students. I have researched links and materials to additional information about each strategy and have provided downloads to worksheets that you can print to provide students with support for many of the strategies.