CT-7000 v3

Pfannenstiel, K. H., & Sanders, J. (2017). Characteristics and instructional strategies for students with mathematical difficulties: In the inclusive classroom. In C. M. Curran, & A. J. Petersen (Eds.), Handbook of research on classroom diversity and inclusive education practice (pp. 250-281). IGI Global.
Strategies for teaching students with math disabilities in an inclusive regular education classroom are recommended. These research-based strategies can be implemented to improve mathematical achievement for all students.

Shiel, T. K. (2017). Designing and using performance tasks: Enhancing student learning and assessment. Corwin.
Read Chapter 1: The Lasting Power of Performance Tasks, pages 9-24. This chapter will offer you a basic understanding of performance tasks and assessments and how they can support student engagement and learning.

Vaughn, M. (2018). Making sense of student agency in the early grades. Phi Delta Kappan, 99(7), 62–66.
This article offers a framework for understanding what is meant by student agency and why it is important. Student agency is a concept that is supported by UDL.

CAST. (2018). Provide multiple means of representation. Author.
Return to the UDL Guidelines website. Read each of the checkpoints for Representation.

Chamblin, M. (2018). Thinking it through: Using the ADAPT strategy to differentiate and adapt instruction. In P. L. Epler (Ed.), Instructional strategies in general education and putting the Individuals with Disabilities Act (IDEA) into practice (pp. 167-195). IGI Global.
This chapter discusses differentiation and the ADAPT strategy. There is also a wide range of instructional options listed throughout the chapter.

Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6.
This article provides many different examples for designing standards-based lessons for a UDL perspective.

Powell, M. (2018, October 30). We don’t know what they don’t know: Building equity by building background knowledge. Education Week.
A teacher describes her experience with not having background knowledge about a given topic. She offers four strategies for helping students to develop background knowledge.