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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Teaching At-Risk Students Using UDL: Cure or Curse?
Author(s): Jeanette Landin, Paulette Schirmer
Citation: Jeanette Landin, Paulette Schirmer, (2020) "Teaching At-Risk Students Using UDL: Cure or Curse?," Journal of Higher Education Theory and Practice, Vol. 20, ss. 13, pp. 24-29
Article Type: Research paper
Publisher: North American Business Press
Abstract:
At-risk students exist in every college classroom. The common theme among these students is that they are perceived as somehow separate from or less able to succeed than their classmates. Students in this diverse group often express the feeling of being an outsider. Engaging learners through inclusive teaching practices foster a positive emotional environment in the classroom (Cavanaugh, 2016). One way to embrace the differences among collegiate peers is the Universal Design for Learning (UDL) approach (CAST, 2018). The use of UDL fosters collegial success through multi-modal instruction, diverse assessment approaches, and unique learning opportunities.
