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Universal design in education: The m...

Reimer, Ken.

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Universal design in education: The missing link?

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Universal design in education: The missing link?/
Author:	Reimer, Ken.
Description:	167 p.
Notes:	Source: Masters Abstracts International, Volume: 49-04, page: 2155.
Contained By:	Masters Abstracts International49-04.
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR70198
ISBN:	9780494701980

Universal design in education: The missing link?
Reimer, Ken.

Universal design in education: The missing link? - 167 p.

Source: Masters Abstracts International, Volume: 49-04, page: 2155.

Thesis (M.Ed.)--University of Manitoba (Canada), 2010.

Although Universal Design (UD) was initially an architectural construct, the term is now used in a wide range of disciplines including education. Proponents believe that implementing UD principles will meet the needs of the broadest range of learners; not with a "one size fits all" answer for everyone, but rather through flexible curricular materials and activities. Skeptics argue that UD principles cannot be successfully transferred from one discipline (architecture) to another (education).

ISBN: 9780494701980Subjects--Topical Terms:

1019158
Education, General.

Universal design in education: The missing link?
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020 $a 9780494701980
035 $a (UMI)AAIMR70198
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040 $a UMI $c UMI
100 1 $a Reimer, Ken. $3 1679372
245 1 0 $a Universal design in education: The missing link?
300 $a 167 p.
500 $a Source: Masters Abstracts International, Volume: 49-04, page: 2155.
502 $a Thesis (M.Ed.)--University of Manitoba (Canada), 2010.
520 $a Although Universal Design (UD) was initially an architectural construct, the term is now used in a wide range of disciplines including education. Proponents believe that implementing UD principles will meet the needs of the broadest range of learners; not with a "one size fits all" answer for everyone, but rather through flexible curricular materials and activities. Skeptics argue that UD principles cannot be successfully transferred from one discipline (architecture) to another (education).
520 $a Using the critical analytical tools of the immanent critique, genealogy, and the ideal type critique (Skrtic, 1995); the practical and theoretical benefits, advantages, and potential as well as the challenges, problems, and limitations of Universal Design in education are explored in this study. Finally, the implications of UD in teaching, learning, and possible areas for future research are discussed.
520 $a Using a mixed method research approach of qualitative and quantitative research methods, I conducted a study that specifically explores educators' and students' perceptions of UD aligned teaching practices and their influence on the teaching and learning of students, and assesses the differences and similarities between student learning in two comparable classes studying the same senior high novel unit: with one class using UD aligned practices and the other class using traditional methods. While my study was unable to determine if implementing the principles of UD improved learning outcomes, it supports the notion that UD may help teachers provide more inclusive educational settings.
590 $a School code: 0303.
650 4 $a Education, General. $3 1019158
650 4 $a Education, Special. $3 606639
650 4 $a Education, Teacher Training. $3 783747
690 $a 0515
690 $a 0529
690 $a 0530
710 2 $a University of Manitoba (Canada). $3 1018707
773 0 $t Masters Abstracts International $g 49-04.
790 $a 0303
791 $a M.Ed.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR70198