Enhanced descriptions from Syndetics:

To reach all, we must reach each

Every classroom is filled with amazing individuals who vary wildly in who they are as people. This includes BIPOC students, LGBTQIA+ students, and students who are new to the language of instruction, have learning differences, are experiencing poverty, need behavioral supports, have had poor previous instruction, or have endured trauma. This diversity is an asset that educators can leverage when we ensure our instruction is tailored to the strengths and needs of each student. That's where Universal Design for Learning (UDL) comes in.

UDL ensures all students succeed by enabling educators to remove barriers to learning. Supported by neurological and education research, the tenets of UDL challenge educators to engage students and sustain their interest, represent instruction in accessible ways, and support students to demonstrate their learning in multiple ways. This guide shows how UDL can serve as a pathway to equitable learning outcomes through

Practical advice for creating safe, affirming learning environments that encourage belonging Demonstration of how to represent content, concepts, and skills in different ways to provide students with multiple modes of expression Tables for planning and reflection Graphics illustrating multiple means of expression

By applying UDL principles, educators can anticipate potential barriers to learning and adjust from the start, driving the accessibility of learning for all students by meeting the needs of each student.

Table of contents provided by Syndetics

• Foreword (vi)
• About the Author (viii)
• Acknowledgments (ix)
• Introduction (x)
• Chapter 1 Planning for Variability: Variability Is a Natural Part of the Human Condition (2)
• Chapter 2 Emotionally Safe Environments: Create Environments Where Students Feel Welcomed and Empowered (22)
• Chapter 3 Options for Expression: By Giving Students Options to Express Their Learning, We Reduce Inequities in Assessment (48)
• Chapter 4 Engaging Classrooms: Create Environments in Which Students Are Curious, Interested, Focus, and Persist (66)
• Chapter 5 Developing Expert Learners: Facilitate Content That All Students Can Access, Remember, and Understand (92)
• Chapter 6 Flexible Support and Intervention: Design Support for Skills That Is Delivered in Inclusive Settings (122)
• Chapter 7 Mastery Assessment and Grading: Assessment, Feedback, and Grades Are a GPS to Facilitate Learning (148)
• Chapter 8 Looking Forward: Build Teams That Are Interdisciplinary "Machines" for Equity and Inclusion (170)
• References (185)
• Index (189)

Author notes provided by Syndetics

Dr. Lee Ann Jungis the f ounder of Lead Inclusion and Professor of Practice at San Diego State University. She is a former special education teacher, administrator, and full professor at the University of Kentucky, where she was director of international partnerships. She has authored ten books and numerous a rticles focused on inclusive education, assessment and grading, Universal Design for Learning, and multi-tiered systems of support. Over the past 25 years, Lee Ann has partnered with public, independent, and international schools across the United States and a cross more than 45 countries , supporting leaders and educators to redesign service delivery models, strengthen MTSS implementation, and align practice with contemporary research.

Lee Ann serves on the Advisory Committee for Exceptional Youth for the U.S. State Department′s Office of Overseas Schools. S he has received competitive funding from the National Institutes of Health (NIH) for autism research and from the U.S. Office of Special Education Programs (OSEP) for teacher preparation. She has chaired the Classroom Assessment Special Interest Group of the American Educational Research Association (AERA) and is Section Editor for Special Education in the Routledge Encyclopedia of Education.Lee Ann leads MTSS & inclusion audits, leadership support, professional learning, and long-term systems redesign. T hrough Lead Inclusion, she directs and teaches in the Leadership for Neurodiversity Program, a six-course, online program in partnership with SDSU. Lee Ann particularly enjoys the messy, meaningful work in the space between research and practice--helping schools move beyond fragmented special education initiatives toward coherent, sustainable systems that serve all learners. In her community, she is a member of Circle of Blue, a philanthropic organization supporting Golisano Children′s at University of Kentucky.