Diversity, Disability, and Addressing the Varied Needs of Learners: Guiding Material Design and Instruction

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Author(s): Elizabeth M. Dalton (University of Rhode Island, USA)
Copyright: 2019
Pages: 19
Source title: Handmade Teaching Materials for Students With Disabilities
Source Author(s)/Editor(s): Shigeru Ikuta (Otsuma Women's University, Japan)
DOI: 10.4018/978-1-5225-6240-5.ch001

Keywords: Education / Information Science Reference / Instructional Design / Special Education

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Abstract

This chapter presents a thorough examination of international and U.S. legal and educational foundations which justify instructional variation and diversification for all students, particularly for those with disabilities. With the exploration of various instructional frameworks, objective setting, methods and strategies, materials, and outcomes assessment, the reader develops an understanding of instructional diversification and why it is important for students with and without disabilities. The diverse educational approaches of differentiated instruction, multi-sensory instruction, Bloom's taxonomy of learning, understanding by design, and universal design for learning are presented and explained.

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Diversity, Disability, and Addressing the Varied Needs of Learners: Guiding Material Design and Instruction

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