Compromiso |
Gravel (2018GRAVEL, J. W. Going Deep: Leveraging Universal Design for Learning to Engage All Learners in Rich Disciplinary Thinking in ELA. Teachers College Record, Nueva York, v. 120, n. 3, p. 1-40, 2018. Disponible en: Disponible en: https://journals.sagepub.com/doi/abs/10.1177/016146811812000302 . Acceso en: 20 jul. 20. https://journals.sagepub.com/doi/abs/10....
) |
Gravel (2018GRAVEL, J. W. Going Deep: Leveraging Universal Design for Learning to Engage All Learners in Rich Disciplinary Thinking in ELA. Teachers College Record, Nueva York, v. 120, n. 3, p. 1-40, 2018. Disponible en: Disponible en: https://journals.sagepub.com/doi/abs/10.1177/016146811812000302 . Acceso en: 20 jul. 20. https://journals.sagepub.com/doi/abs/10....
) |
Gravel (2018GRAVEL, J. W. Going Deep: Leveraging Universal Design for Learning to Engage All Learners in Rich Disciplinary Thinking in ELA. Teachers College Record, Nueva York, v. 120, n. 3, p. 1-40, 2018. Disponible en: Disponible en: https://journals.sagepub.com/doi/abs/10.1177/016146811812000302 . Acceso en: 20 jul. 20. https://journals.sagepub.com/doi/abs/10....
) |
Gravel (2018GRAVEL, J. W. Going Deep: Leveraging Universal Design for Learning to Engage All Learners in Rich Disciplinary Thinking in ELA. Teachers College Record, Nueva York, v. 120, n. 3, p. 1-40, 2018. Disponible en: Disponible en: https://journals.sagepub.com/doi/abs/10.1177/016146811812000302 . Acceso en: 20 jul. 20. https://journals.sagepub.com/doi/abs/10....
) |
Basham et al. (2016BASHAM, J. D.; HALL, T. E.; CARTER JR., R. A.; STAHL, W. M. An operationalized understanding of personalized learning. Journal of Special Education Technology, [S. l.], v. 31, n. 3, p. 126-136, 2016. https://doi.org/10.1177/0162643416660835 https://doi.org/https://doi.org/10.1177/...
) |
Basham et al. (2016BASHAM, J. D.; HALL, T. E.; CARTER JR., R. A.; STAHL, W. M. An operationalized understanding of personalized learning. Journal of Special Education Technology, [S. l.], v. 31, n. 3, p. 126-136, 2016. https://doi.org/10.1177/0162643416660835 https://doi.org/https://doi.org/10.1177/...
) |
Basham et al. (2016BASHAM, J. D.; HALL, T. E.; CARTER JR., R. A.; STAHL, W. M. An operationalized understanding of personalized learning. Journal of Special Education Technology, [S. l.], v. 31, n. 3, p. 126-136, 2016. https://doi.org/10.1177/0162643416660835 https://doi.org/https://doi.org/10.1177/...
) |
Basham et al. (2016BASHAM, J. D.; HALL, T. E.; CARTER JR., R. A.; STAHL, W. M. An operationalized understanding of personalized learning. Journal of Special Education Technology, [S. l.], v. 31, n. 3, p. 126-136, 2016. https://doi.org/10.1177/0162643416660835 https://doi.org/https://doi.org/10.1177/...
) |
Hall et al. (2015HALL, T. E.; COHEN, N.; VUE, G.; GANLEY, P. Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disability Quarterly, Austin, Texas, v. 38, n. 2, p. 72-83, 2015. https://doi.org/10.1177/0731948714544375 https://doi.org/https://doi.org/10.1177/...
) |
|
|
Hall et al. (2015HALL, T. E.; COHEN, N.; VUE, G.; GANLEY, P. Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disability Quarterly, Austin, Texas, v. 38, n. 2, p. 72-83, 2015. https://doi.org/10.1177/0731948714544375 https://doi.org/https://doi.org/10.1177/...
) |
Katz and Sokal (2016KATZ, J.; SOKAL, L. Universal design for learning as a bridge to inclusion: A qualitative report of student voices. International Journal of Whole Schooling, Alberta, v. 12, n. 2, p. 36-63. 2016. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1118092.pdf . Acceso en: 23 jul. 2020. https://files.eric.ed.gov/fulltext/EJ111...
) |
Katz and Sokal (2016KATZ, J.; SOKAL, L. Universal design for learning as a bridge to inclusion: A qualitative report of student voices. International Journal of Whole Schooling, Alberta, v. 12, n. 2, p. 36-63. 2016. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1118092.pdf . Acceso en: 23 jul. 2020. https://files.eric.ed.gov/fulltext/EJ111...
) |
|
Katz and Sokal (2016KATZ, J.; SOKAL, L. Universal design for learning as a bridge to inclusion: A qualitative report of student voices. International Journal of Whole Schooling, Alberta, v. 12, n. 2, p. 36-63. 2016. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1118092.pdf . Acceso en: 23 jul. 2020. https://files.eric.ed.gov/fulltext/EJ111...
) |
Vitelli (2015VITELLI, E. M. Universal design for learning: Are we teaching it to preservice general education teachers? Journal of Special Education Technology, [S. l.], v. 30, n. 3, p. 166-178, 2015. https://doi.org/10.1177/0162643415618931 https://doi.org/https://doi.org/10.1177/...
) |
Vitelli (2015VITELLI, E. M. Universal design for learning: Are we teaching it to preservice general education teachers? Journal of Special Education Technology, [S. l.], v. 30, n. 3, p. 166-178, 2015. https://doi.org/10.1177/0162643415618931 https://doi.org/https://doi.org/10.1177/...
) |
|
|
Lowrey et al. (2017LOWREY, K. A.; HOLLINGSHEAD, A.; HOWERY, K.; BISHOP, J. B. More than one way: Stories of UDL and inclusive classrooms. Research and Practice for Persons with Severe Disabilities, Washington, v. 42, n. 4, p. 225-242, 2017. https://doi.org/10.1177/1540796917711668 https://doi.org/https://doi.org/10.1177/...
) |
Lowrey et al. (2017LOWREY, K. A.; HOLLINGSHEAD, A.; HOWERY, K.; BISHOP, J. B. More than one way: Stories of UDL and inclusive classrooms. Research and Practice for Persons with Severe Disabilities, Washington, v. 42, n. 4, p. 225-242, 2017. https://doi.org/10.1177/1540796917711668 https://doi.org/https://doi.org/10.1177/...
) |
Lowrey et al. (2017LOWREY, K. A.; HOLLINGSHEAD, A.; HOWERY, K.; BISHOP, J. B. More than one way: Stories of UDL and inclusive classrooms. Research and Practice for Persons with Severe Disabilities, Washington, v. 42, n. 4, p. 225-242, 2017. https://doi.org/10.1177/1540796917711668 https://doi.org/https://doi.org/10.1177/...
) |
|
Evmenova (2018EVMENOVA, A. Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, Waynesville. Carolina del Norte, v. 4, n. 2, p. 147-171, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1184985.pdf . Acceso en: 1 agos. 2020. https://files.eric.ed.gov/fulltext/EJ118...
) |
Evmenova (2018EVMENOVA, A. Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, Waynesville. Carolina del Norte, v. 4, n. 2, p. 147-171, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1184985.pdf . Acceso en: 1 agos. 2020. https://files.eric.ed.gov/fulltext/EJ118...
) |
Evmenova (2018EVMENOVA, A. Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, Waynesville. Carolina del Norte, v. 4, n. 2, p. 147-171, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1184985.pdf . Acceso en: 1 agos. 2020. https://files.eric.ed.gov/fulltext/EJ118...
) |
Evmenova (2018EVMENOVA, A. Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, Waynesville. Carolina del Norte, v. 4, n. 2, p. 147-171, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1184985.pdf . Acceso en: 1 agos. 2020. https://files.eric.ed.gov/fulltext/EJ118...
) |
Cunningham et al. (2017CUNNINGHAM, M. P.; HUCHTING, K. K.; FOGARTY, D.; GRAF, V. Providing access for students with moderate disabilities: an evaluation of a professional development program at a catholic elementary school. Journal of Catholic Education, Los Ángeles. California, v. 21, n. 1, p. 138-170, 2017. http://dx.doi.org/10.15365/joce.2101072017 https://doi.org/http://dx.doi.org/10.153...
) |
Cunningham et al. (2017CUNNINGHAM, M. P.; HUCHTING, K. K.; FOGARTY, D.; GRAF, V. Providing access for students with moderate disabilities: an evaluation of a professional development program at a catholic elementary school. Journal of Catholic Education, Los Ángeles. California, v. 21, n. 1, p. 138-170, 2017. http://dx.doi.org/10.15365/joce.2101072017 https://doi.org/http://dx.doi.org/10.153...
) |
Cunningham et al. (2017CUNNINGHAM, M. P.; HUCHTING, K. K.; FOGARTY, D.; GRAF, V. Providing access for students with moderate disabilities: an evaluation of a professional development program at a catholic elementary school. Journal of Catholic Education, Los Ángeles. California, v. 21, n. 1, p. 138-170, 2017. http://dx.doi.org/10.15365/joce.2101072017 https://doi.org/http://dx.doi.org/10.153...
) |
Cunningham et al. (2017CUNNINGHAM, M. P.; HUCHTING, K. K.; FOGARTY, D.; GRAF, V. Providing access for students with moderate disabilities: an evaluation of a professional development program at a catholic elementary school. Journal of Catholic Education, Los Ángeles. California, v. 21, n. 1, p. 138-170, 2017. http://dx.doi.org/10.15365/joce.2101072017 https://doi.org/http://dx.doi.org/10.153...
) |
Takemae et al. (2018TAKEMAE, N., DOBBINS, N.; KURTTS, S. Preparation and Experiences for Implementation: Teacher Candidates’ Perceptions and Understanding of Universal Design for Learning. Issues in Teacher Education, San Francisco. California, v. 27, n. 1, p. 73-93, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1174960.pdf . Acceso en: 9 jul. 2020. https://files.eric.ed.gov/fulltext/EJ117...
) |
Takemae et al. (2018TAKEMAE, N., DOBBINS, N.; KURTTS, S. Preparation and Experiences for Implementation: Teacher Candidates’ Perceptions and Understanding of Universal Design for Learning. Issues in Teacher Education, San Francisco. California, v. 27, n. 1, p. 73-93, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1174960.pdf . Acceso en: 9 jul. 2020. https://files.eric.ed.gov/fulltext/EJ117...
) |
Takemae et al. (2018TAKEMAE, N., DOBBINS, N.; KURTTS, S. Preparation and Experiences for Implementation: Teacher Candidates’ Perceptions and Understanding of Universal Design for Learning. Issues in Teacher Education, San Francisco. California, v. 27, n. 1, p. 73-93, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1174960.pdf . Acceso en: 9 jul. 2020. https://files.eric.ed.gov/fulltext/EJ117...
) |
Takemae et al. (2018TAKEMAE, N., DOBBINS, N.; KURTTS, S. Preparation and Experiences for Implementation: Teacher Candidates’ Perceptions and Understanding of Universal Design for Learning. Issues in Teacher Education, San Francisco. California, v. 27, n. 1, p. 73-93, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1174960.pdf . Acceso en: 9 jul. 2020. https://files.eric.ed.gov/fulltext/EJ117...
) |
Katz (2015KATZ, J. Implementing the Three Block Model of Universal Design for Learning: effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, Londres, v. 19, n. 1, p. 1-20, 2015. https://doi.org/10.1080/13603116.2014.881569 https://doi.org/https://doi.org/10.1080/...
) |
Katz (2015KATZ, J. Implementing the Three Block Model of Universal Design for Learning: effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, Londres, v. 19, n. 1, p. 1-20, 2015. https://doi.org/10.1080/13603116.2014.881569 https://doi.org/https://doi.org/10.1080/...
) |
Katz (2015KATZ, J. Implementing the Three Block Model of Universal Design for Learning: effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, Londres, v. 19, n. 1, p. 1-20, 2015. https://doi.org/10.1080/13603116.2014.881569 https://doi.org/https://doi.org/10.1080/...
) |
Katz (2015KATZ, J. Implementing the Three Block Model of Universal Design for Learning: effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, Londres, v. 19, n. 1, p. 1-20, 2015. https://doi.org/10.1080/13603116.2014.881569 https://doi.org/https://doi.org/10.1080/...
) |
Representación |
Gravel (2018GRAVEL, J. W. Going Deep: Leveraging Universal Design for Learning to Engage All Learners in Rich Disciplinary Thinking in ELA. Teachers College Record, Nueva York, v. 120, n. 3, p. 1-40, 2018. Disponible en: Disponible en: https://journals.sagepub.com/doi/abs/10.1177/016146811812000302 . Acceso en: 20 jul. 20. https://journals.sagepub.com/doi/abs/10....
) |
Gravel (2018GRAVEL, J. W. Going Deep: Leveraging Universal Design for Learning to Engage All Learners in Rich Disciplinary Thinking in ELA. Teachers College Record, Nueva York, v. 120, n. 3, p. 1-40, 2018. Disponible en: Disponible en: https://journals.sagepub.com/doi/abs/10.1177/016146811812000302 . Acceso en: 20 jul. 20. https://journals.sagepub.com/doi/abs/10....
) |
Gravel (2018GRAVEL, J. W. Going Deep: Leveraging Universal Design for Learning to Engage All Learners in Rich Disciplinary Thinking in ELA. Teachers College Record, Nueva York, v. 120, n. 3, p. 1-40, 2018. Disponible en: Disponible en: https://journals.sagepub.com/doi/abs/10.1177/016146811812000302 . Acceso en: 20 jul. 20. https://journals.sagepub.com/doi/abs/10....
) |
Gravel (2018GRAVEL, J. W. Going Deep: Leveraging Universal Design for Learning to Engage All Learners in Rich Disciplinary Thinking in ELA. Teachers College Record, Nueva York, v. 120, n. 3, p. 1-40, 2018. Disponible en: Disponible en: https://journals.sagepub.com/doi/abs/10.1177/016146811812000302 . Acceso en: 20 jul. 20. https://journals.sagepub.com/doi/abs/10....
) |
Andersen y Nash (2016ANDERSEN, L.; NASH, B. Making science accessible to students with significant cognitive disabilities. Journal of Science Education for Students with Disabilities, Nueva York, v. 19, n. 1, artic. 3, 2016. https://doi.org/10.14448/jsesd.09.0002 https://doi.org/https://doi.org/10.14448...
) |
Andersen y Nash (2016ANDERSEN, L.; NASH, B. Making science accessible to students with significant cognitive disabilities. Journal of Science Education for Students with Disabilities, Nueva York, v. 19, n. 1, artic. 3, 2016. https://doi.org/10.14448/jsesd.09.0002 https://doi.org/https://doi.org/10.14448...
) |
Andersen y Nash (2016ANDERSEN, L.; NASH, B. Making science accessible to students with significant cognitive disabilities. Journal of Science Education for Students with Disabilities, Nueva York, v. 19, n. 1, artic. 3, 2016. https://doi.org/10.14448/jsesd.09.0002 https://doi.org/https://doi.org/10.14448...
) |
Andersen y Nash (2016ANDERSEN, L.; NASH, B. Making science accessible to students with significant cognitive disabilities. Journal of Science Education for Students with Disabilities, Nueva York, v. 19, n. 1, artic. 3, 2016. https://doi.org/10.14448/jsesd.09.0002 https://doi.org/https://doi.org/10.14448...
) |
Basham, Smith y Satter (2016BASHAM, J. D.; SMITH, S. J.; SATTER, A. L. Universal design for learning: Scanning for alignment in K-12 blended and fully online learning materials. Journal of Special Education Technology, [S. l.], v. 31, n. 3, p. 147-155, 2016. http://dx.doi.org/10.1177/0162643416660836 https://doi.org/http://dx.doi.org/10.117...
) |
Basham, Smith y Satter (2016BASHAM, J. D.; SMITH, S. J.; SATTER, A. L. Universal design for learning: Scanning for alignment in K-12 blended and fully online learning materials. Journal of Special Education Technology, [S. l.], v. 31, n. 3, p. 147-155, 2016. http://dx.doi.org/10.1177/0162643416660836 https://doi.org/http://dx.doi.org/10.117...
) |
Basham, Smith y Satter (2016BASHAM, J. D.; SMITH, S. J.; SATTER, A. L. Universal design for learning: Scanning for alignment in K-12 blended and fully online learning materials. Journal of Special Education Technology, [S. l.], v. 31, n. 3, p. 147-155, 2016. http://dx.doi.org/10.1177/0162643416660836 https://doi.org/http://dx.doi.org/10.117...
) |
Basham, Smith y Satter (2016BASHAM, J. D.; SMITH, S. J.; SATTER, A. L. Universal design for learning: Scanning for alignment in K-12 blended and fully online learning materials. Journal of Special Education Technology, [S. l.], v. 31, n. 3, p. 147-155, 2016. http://dx.doi.org/10.1177/0162643416660836 https://doi.org/http://dx.doi.org/10.117...
) |
|
Hall et al. (2015HALL, T. E.; COHEN, N.; VUE, G.; GANLEY, P. Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disability Quarterly, Austin, Texas, v. 38, n. 2, p. 72-83, 2015. https://doi.org/10.1177/0731948714544375 https://doi.org/https://doi.org/10.1177/...
) |
Hall et al. (2015HALL, T. E.; COHEN, N.; VUE, G.; GANLEY, P. Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disability Quarterly, Austin, Texas, v. 38, n. 2, p. 72-83, 2015. https://doi.org/10.1177/0731948714544375 https://doi.org/https://doi.org/10.1177/...
) |
|
|
Katz and Sokal (2016KATZ, J.; SOKAL, L. Universal design for learning as a bridge to inclusion: A qualitative report of student voices. International Journal of Whole Schooling, Alberta, v. 12, n. 2, p. 36-63. 2016. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1118092.pdf . Acceso en: 23 jul. 2020. https://files.eric.ed.gov/fulltext/EJ111...
) |
Katz and Sokal (2016KATZ, J.; SOKAL, L. Universal design for learning as a bridge to inclusion: A qualitative report of student voices. International Journal of Whole Schooling, Alberta, v. 12, n. 2, p. 36-63. 2016. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1118092.pdf . Acceso en: 23 jul. 2020. https://files.eric.ed.gov/fulltext/EJ111...
) |
|
Navarro et al. (2016) |
Navarro et al. (2016) |
Navarro et al. (2016) |
Navarro et al. (2016) |
|
Lowrey et al. (2017LOWREY, K. A.; HOLLINGSHEAD, A.; HOWERY, K.; BISHOP, J. B. More than one way: Stories of UDL and inclusive classrooms. Research and Practice for Persons with Severe Disabilities, Washington, v. 42, n. 4, p. 225-242, 2017. https://doi.org/10.1177/1540796917711668 https://doi.org/https://doi.org/10.1177/...
) |
Lowrey et al. (2017LOWREY, K. A.; HOLLINGSHEAD, A.; HOWERY, K.; BISHOP, J. B. More than one way: Stories of UDL and inclusive classrooms. Research and Practice for Persons with Severe Disabilities, Washington, v. 42, n. 4, p. 225-242, 2017. https://doi.org/10.1177/1540796917711668 https://doi.org/https://doi.org/10.1177/...
) |
|
Evmenova (2018EVMENOVA, A. Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, Waynesville. Carolina del Norte, v. 4, n. 2, p. 147-171, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1184985.pdf . Acceso en: 1 agos. 2020. https://files.eric.ed.gov/fulltext/EJ118...
) |
Evmenova (2018EVMENOVA, A. Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, Waynesville. Carolina del Norte, v. 4, n. 2, p. 147-171, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1184985.pdf . Acceso en: 1 agos. 2020. https://files.eric.ed.gov/fulltext/EJ118...
) |
Evmenova (2018EVMENOVA, A. Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, Waynesville. Carolina del Norte, v. 4, n. 2, p. 147-171, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1184985.pdf . Acceso en: 1 agos. 2020. https://files.eric.ed.gov/fulltext/EJ118...
) |
Evmenova (2018EVMENOVA, A. Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, Waynesville. Carolina del Norte, v. 4, n. 2, p. 147-171, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1184985.pdf . Acceso en: 1 agos. 2020. https://files.eric.ed.gov/fulltext/EJ118...
) |
Cunningham et al. (2017CUNNINGHAM, M. P.; HUCHTING, K. K.; FOGARTY, D.; GRAF, V. Providing access for students with moderate disabilities: an evaluation of a professional development program at a catholic elementary school. Journal of Catholic Education, Los Ángeles. California, v. 21, n. 1, p. 138-170, 2017. http://dx.doi.org/10.15365/joce.2101072017 https://doi.org/http://dx.doi.org/10.153...
) |
Cunningham et al. (2017CUNNINGHAM, M. P.; HUCHTING, K. K.; FOGARTY, D.; GRAF, V. Providing access for students with moderate disabilities: an evaluation of a professional development program at a catholic elementary school. Journal of Catholic Education, Los Ángeles. California, v. 21, n. 1, p. 138-170, 2017. http://dx.doi.org/10.15365/joce.2101072017 https://doi.org/http://dx.doi.org/10.153...
) |
Cunningham et al. (2017CUNNINGHAM, M. P.; HUCHTING, K. K.; FOGARTY, D.; GRAF, V. Providing access for students with moderate disabilities: an evaluation of a professional development program at a catholic elementary school. Journal of Catholic Education, Los Ángeles. California, v. 21, n. 1, p. 138-170, 2017. http://dx.doi.org/10.15365/joce.2101072017 https://doi.org/http://dx.doi.org/10.153...
) |
|
Takemae et al. (2018TAKEMAE, N., DOBBINS, N.; KURTTS, S. Preparation and Experiences for Implementation: Teacher Candidates’ Perceptions and Understanding of Universal Design for Learning. Issues in Teacher Education, San Francisco. California, v. 27, n. 1, p. 73-93, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1174960.pdf . Acceso en: 9 jul. 2020. https://files.eric.ed.gov/fulltext/EJ117...
) |
Takemae et al. (2018TAKEMAE, N., DOBBINS, N.; KURTTS, S. Preparation and Experiences for Implementation: Teacher Candidates’ Perceptions and Understanding of Universal Design for Learning. Issues in Teacher Education, San Francisco. California, v. 27, n. 1, p. 73-93, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1174960.pdf . Acceso en: 9 jul. 2020. https://files.eric.ed.gov/fulltext/EJ117...
) |
Takemae et al. (2018TAKEMAE, N., DOBBINS, N.; KURTTS, S. Preparation and Experiences for Implementation: Teacher Candidates’ Perceptions and Understanding of Universal Design for Learning. Issues in Teacher Education, San Francisco. California, v. 27, n. 1, p. 73-93, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1174960.pdf . Acceso en: 9 jul. 2020. https://files.eric.ed.gov/fulltext/EJ117...
) |
Takemae et al. (2018TAKEMAE, N., DOBBINS, N.; KURTTS, S. Preparation and Experiences for Implementation: Teacher Candidates’ Perceptions and Understanding of Universal Design for Learning. Issues in Teacher Education, San Francisco. California, v. 27, n. 1, p. 73-93, 2018. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1174960.pdf . Acceso en: 9 jul. 2020. https://files.eric.ed.gov/fulltext/EJ117...
) |
Katz (2015KATZ, J. Implementing the Three Block Model of Universal Design for Learning: effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, Londres, v. 19, n. 1, p. 1-20, 2015. https://doi.org/10.1080/13603116.2014.881569 https://doi.org/https://doi.org/10.1080/...
) |
Katz (2015KATZ, J. Implementing the Three Block Model of Universal Design for Learning: effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, Londres, v. 19, n. 1, p. 1-20, 2015. https://doi.org/10.1080/13603116.2014.881569 https://doi.org/https://doi.org/10.1080/...
) |
Katz (2015KATZ, J. Implementing the Three Block Model of Universal Design for Learning: effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, Londres, v. 19, n. 1, p. 1-20, 2015. https://doi.org/10.1080/13603116.2014.881569 https://doi.org/https://doi.org/10.1080/...
) |
Katz (2015KATZ, J. Implementing the Three Block Model of Universal Design for Learning: effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, Londres, v. 19, n. 1, p. 1-20, 2015. https://doi.org/10.1080/13603116.2014.881569 https://doi.org/https://doi.org/10.1080/...
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Expresión |
Gravel (2018GRAVEL, J. W. Going Deep: Leveraging Universal Design for Learning to Engage All Learners in Rich Disciplinary Thinking in ELA. Teachers College Record, Nueva York, v. 120, n. 3, p. 1-40, 2018. Disponible en: Disponible en: https://journals.sagepub.com/doi/abs/10.1177/016146811812000302 . Acceso en: 20 jul. 20. https://journals.sagepub.com/doi/abs/10....
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Gravel (2018GRAVEL, J. W. Going Deep: Leveraging Universal Design for Learning to Engage All Learners in Rich Disciplinary Thinking in ELA. Teachers College Record, Nueva York, v. 120, n. 3, p. 1-40, 2018. Disponible en: Disponible en: https://journals.sagepub.com/doi/abs/10.1177/016146811812000302 . Acceso en: 20 jul. 20. https://journals.sagepub.com/doi/abs/10....
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Gravel (2018GRAVEL, J. W. Going Deep: Leveraging Universal Design for Learning to Engage All Learners in Rich Disciplinary Thinking in ELA. Teachers College Record, Nueva York, v. 120, n. 3, p. 1-40, 2018. Disponible en: Disponible en: https://journals.sagepub.com/doi/abs/10.1177/016146811812000302 . Acceso en: 20 jul. 20. https://journals.sagepub.com/doi/abs/10....
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Gravel (2018GRAVEL, J. W. Going Deep: Leveraging Universal Design for Learning to Engage All Learners in Rich Disciplinary Thinking in ELA. Teachers College Record, Nueva York, v. 120, n. 3, p. 1-40, 2018. Disponible en: Disponible en: https://journals.sagepub.com/doi/abs/10.1177/016146811812000302 . Acceso en: 20 jul. 20. https://journals.sagepub.com/doi/abs/10....
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Hall et al. (2015HALL, T. E.; COHEN, N.; VUE, G.; GANLEY, P. Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disability Quarterly, Austin, Texas, v. 38, n. 2, p. 72-83, 2015. https://doi.org/10.1177/0731948714544375 https://doi.org/https://doi.org/10.1177/...
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Hall et al. (2015HALL, T. E.; COHEN, N.; VUE, G.; GANLEY, P. Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disability Quarterly, Austin, Texas, v. 38, n. 2, p. 72-83, 2015. https://doi.org/10.1177/0731948714544375 https://doi.org/https://doi.org/10.1177/...
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Hall et al. (2015HALL, T. E.; COHEN, N.; VUE, G.; GANLEY, P. Addressing learning disabilities with UDL and technology: Strategic reader. Learning Disability Quarterly, Austin, Texas, v. 38, n. 2, p. 72-83, 2015. https://doi.org/10.1177/0731948714544375 https://doi.org/https://doi.org/10.1177/...
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Katz and Sokal (2016KATZ, J.; SOKAL, L. Universal design for learning as a bridge to inclusion: A qualitative report of student voices. International Journal of Whole Schooling, Alberta, v. 12, n. 2, p. 36-63. 2016. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1118092.pdf . Acceso en: 23 jul. 2020. https://files.eric.ed.gov/fulltext/EJ111...
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Katz and Sokal (2016KATZ, J.; SOKAL, L. Universal design for learning as a bridge to inclusion: A qualitative report of student voices. International Journal of Whole Schooling, Alberta, v. 12, n. 2, p. 36-63. 2016. Disponible en: Disponible en: https://files.eric.ed.gov/fulltext/EJ1118092.pdf . Acceso en: 23 jul. 2020. https://files.eric.ed.gov/fulltext/EJ111...
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