“Invisible” Learning Disabilities in Higher Education: Teaching Universal Design Principles and Strategies through Web-Based Learning Modules

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Kingren, K. (2008). “Invisible” Learning Disabilities in Higher Education: Teaching Universal Design Principles and Strategies through Web-Based Learning Modules. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1452-1454). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27396.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Kira Kingren, Bank Street College, USA

Abstract

What does accessible curriculum look like in a Higher Education Teacher Preparation program? With a grant from the US Department of Education, the Graduate Faculty at Bank Street College of Education have been examining their own teaching through the lens of Universal Design for Learning. This exploration has resulted in the design of three web-based learning modules providing information and examples of universally designed syllabi, assignments and instruction and an opportunity for the user to reflect on her own teaching. Participants will learn about Universal Design Principles, discuss the potential of multimedia for professional development and will be invited to review the modules, ask questions and provide feedback about the effectiveness of the modules for professional development.

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• Charting a Course in the Information Age: Enabling Students to Develop Information Literacy Skills
• A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
• Simulation and the Need for Practice in Teacher Preparation
• Using Social Context and E-Learner Identity as a Framework for an E-Learning Notification System
• An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development
• Using Student Response Systems in Lecture-Based Instruction: Does It Change Student Engagement and Learning?
• Technologically-Based Mentoring Provided to Teachers: A Synthesis of the Literature
• Promoting the development of students' information literacy skills: Insights from a post-secondary classroom
• Acquiring Knowledge From Asynchronous Discussion

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