Neurodiversity and Universal Design
“An extensive review of schools across Ontario’s six regions produced the unexpected finding that strategies originally targeted at some originally targeted at one or a few students with special needs turned out to be useful for many other students. This finding emerged repeatedly often enough so that personnel from the project began characterizing the theme as “essential for some, good for all.’””
Universal Design Resources
Meyer, Anne, David H. Rose, and David Gordon. Universal Design for Learning: Theory and Practice. Wakefield, Mass: CAST Professional Publishing, 2014.
Rose, David, and Anne Meyer. Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development: 2002.
First Steps
Reading/Note-Taking Procedure
For every reading we have, I will expect you to have questions and make observations. For Pass credit, you may bring these to the class discussion, submit them on a 3x5 index card at the beginning of class, or before class: call my office line (336) 841-9419 and leave a message, or send me a Blackboard message.
Life Stories Reflection
Write a 300-500 word essay, record a 3-5 minute podcast, select and caption 10-15 photos, or explore another creative means to addresses the following:
Compare and contrast your two narratives—how do they represent alternative ways of viewing the same/similar experiences? Is one story the one you tell yourself and the other the story you tell others?
How have other peoples’ stories impacted yours?
What sort of story will demonstrate such 21st-century job skills as critical thinking, communication, collaboration, information literacy, and/or self-direction?