Daphne Hereford is a high school Visual Communication Design teacher which means students create products using really cool digital tools. UDL helps Daphne focus on what the students need to learn prior to choosing the tools they will use which leads to highly engaging lessons.
124: Liliana Vidal on teaching English as a second language to students with disabilities in Argentina
123: Growing UDL organically for effective adoption - the views of a seasoned UDL leader
Feed Drop: Think Inclusive - Using AI to Support Learners with Disabilites in the Classroom
122: A plant helped Elaina apply UDL and shift her approach to professional development
121: How the question, "Am I leaving anyone out?" drives inclusion
120: UDL unites teachers from Northern Ireland and the Republic of Ireland. Here’s how.
119: Arie Werder, Part 2. The collaborative effort of lowering barriers
118: Part 1: Arie's diagnosed learning needs and her K-12 and college experiences drive her strong connection to UDL
117: How UDL shifted Tracy Dabbs’ PD design
116: "While UDL is very aspirational, we still commit to it and do what we can"
115: Jana Nicol returns and shares how her roles have influenced her connection to UDL
114: Business owners talk deeply about our nervous system and how it affects everything we do
113:How these business entrepreneurs use UDL in their business design and their teaching
112: 24 years of collaboration. 64 collective years as high school teachers. Year 1 of UDL. Choice and co-created rubrics brought positive change.
111: A trifecta: students understanding their own learning needs, gaining empathy, and creating inclusive and accountable learning processes.
110: After 14 years of co-teaching together, UDL changed up how they approached lesson development and instruction
109: Principal Gayle Hines excites and entices her staff to learn about UDL - and they love it!
108: Beth Stark and Jérémie Rostan introduce us to LUDIA, an AI UDL thought partner
107: How Doug Smith and colleagues use UDL to design adaptive PE environments
106: Creating safe, inclusive, power-sharing learning spaces in higher education
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