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- Promise of Universal Design for Learning, The
- Introduction
- Overview
- What is Universal Design for Learning (UDL)?
- What are low-incidence disabilities?
- Why are schools and communities particularly challenged in serving students with low-incidence disabilities?
- What are the needs of students with low-incidence disabilities?
- What curricula and instructional practices are currently used with students with low-incidence disabilities?
- What planning models are in use for students with low-incidence disabilities?
- How can IEPs ensure greater access to the general curriculum for students with low-incidence disabilities?
- What approaches exist for enabling students with low-incidence disabilities to participate?
- How can a UDL framework increase access to the general curriculum for students with low-incidence disabilities?
- References
- Appendix A
- Appendix B
- Appendix C
- Appendix D
- Appendix E
- Appendix F
- Appendix G
- Appendix H
- Appendix I
- Technologies Supporting Curriculum Access for Students with Disabilities
- Effective Teaching Practices: A Review of Recent Literature
- Teacher Planning and Universal Design for Learning Environments
- A Glimpse at Current Teaching Practices with Preliminary Survey Results
- Promise of Accessible Textbooks: Increased Achievement for All Students, The
- Role of the IEP, The
- Discussion of the Interrelationship between IDEA '04 and NCLB, A
- Discussion of the Interrelationship between IDEA '97 and NCLB, A
- Post IDEA '97 Case Law and Administrative Decisions
- Access to the General Curriculum for Students with Disabilities: A Brief Legal Interpretation
- Brief for Parents and Teachers, A
- Policy, Property, and Permissions
- Policy, Property, & Permissions II
- NCAC Policy Group White Paper for Policy, Property, & Permissions
- Overview of State Studies
- Schools Without Rules?
- Disability, Race, and High-Stakes Testing of Students
- High-Stakes Testing: Opportunities and Risks
- Update on Implementation of IDEA
- Funding Mechanisms in Special Education
- Limited English Proficient Students and Special Education
- Teacher Training: Recommendations for Change
- Related Services: Minnesota's System of Inter-Agency Coordination
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- Technical Brief: Access, Participation, and Progress in the General Curriculum
- NIMAS Tech Spec v.1.0 (obsolete)
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