The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

This past December, Congress passed the Every Student Succeeds Act (ESSA), which replaces No Child Left Behind. And for the first time, the nation’s general K-12 education law defines and endorses Universal Design for Learning.

Trata-se de dois livros de Literatura Infantil resultado do Projeto de Mestrado Profissional em Ensino de Ciências Ambientais (2022-2024) do PROFCIAMB em parceria com UFPR Litoral do Paraná (Matinhos) que foi aplicado na Educação Infantil e criado através do reconto literário tendo a pesquisadora como escriba.Autora: Sônia Mara dos SantosOrientação: Profº. Dr. Margio Cesar Loss Klock

This Open Educational Resource (OER) is designed for young children, particularly those in kindergarten and early elementary school, to help them understand and manage feelings of anger. The resource provides simple explanations, relatable examples, and practical strategies to teach kids how to handle anger positively. It is enhanced with supporting materials, including videos, images, and documents, to engage young learners and reinforce key concepts. 

The OER "Understanding Tolerance: Empathy and Positive Attitude" is designed for children aged 4-10 to teach them the importance of tolerance through empathy and maintaining a positive attitude. This resource helps young learners understand and respect differences, fostering a kind and inclusive environment. It includes engaging activities such as storytelling with "The Invisible Boy" by Trudy Ludwig, role-playing scenarios to practice empathy, and creating gratitude journals and positive affirmations to build a positive outlook. Additionally, it provides practical examples and craft projects like a "Tolerance Tree" to encourage daily acts of kindness. The OER also offers printable activity sheets and resources for parents and teachers to support continuous learning at home and in the classroom. The framework is supported by materials from Learning for Justice and Charity For Change, ensuring a comprehensive and research-backed approach to teaching these essential life skills.

This educational resource aims to help children aged 4-10 understand and recognize discrimination. Discrimination is when people are treated unfairly because they are different in some way. The resource focuses on three main types of discrimination that children might encounter: race, gender, and disability. Through engaging videos, stories, and activities, children will learn about the importance of inclusivity, empathy, and fairness. By understanding these concepts, children can promote a kind and inclusive environment in their daily interactions. This resource includes practical examples, solutions, and interactive activities to reinforce these lessons.

Lessons for State and Local Education Angencies on Supporting Recently Arrived Immigrant English Learner Students

Comprehensive literacy instruction for all students requires the use of tools and strategies that make the instruction accessible. The Unlocking Literacy for Students with Disabilities Modules will build on what you already know about literacy instruction by demonstrating how strategic tools or strategies can make literacy instruction accessible to students with complex communication needs and physical disabilities. Best practices and research-based strategies for literacy instruction, as well as K-2 English Language Arts (ELA) Common Core State Standards (CCSS), will be included throughout all modules. Universal Strategies & Technology ToolsModule 1 will equip educators and parents with foundational tools and universal strategies to improve literacy instruction for students with complex communication needs and physical disabilities.  The foundational tools and strategies will be applied within subsequent Unlocking Literacy modules.

How do students with physical disabilities learn to write?  In what ways can non-speaking students express the stories they have to share?  Module 4 describes how students with complex communication and physical access needs can participate in emergent writing.  The tools and strategies demonstrated in this module will provide teachers with guidance on how to support students with writing.  These tools and strategies will enable students to express ideas and share their learning.  Module 4 consists of the following sections:Introducing Emergent WritingPredictable Paths Toward WritingUsing Alternative Pencils for WritingUsing Eye Gaze Boards for WritingSpelling on High Tech - Keyboards & Phonetic KeyboardsCelebrating Student WritingWriting Implementation IdeasPairing Writing with PicturesPredictable Chart WritingEmergent Writing GoalsCommon Core Standards ReflectionResearch

An emergent reader is a young child who is in the early stages of learning to read. They are developing foundational reading skills and becoming aware of how written language works. Emergent readers rely on visual cues, context, and basic letter-sound knowledge to make sense of the text as they gradually build their reading abilities.  Emergent reading is defined as all of the behaviors and understandings of learners of any age that precede and develop into conventional reading. (Koppenhaver, Coleman, Kalman & Yoider 1991; Sulzby, 1985)Emergent reading strategies include providing opportunities for shared reading, self-selected reading, accessing various types of text, and building background knowledge. What if a student cannot hold a book and turn the pages of a book?  What if a student is non-speaking, how will they participate in reading experiences?  This module provides ideas for removing these barriers to provide rich emergent reading experiences for ALL students.

After a decision-making team has selected the accessible format(s) needed and identified where to acquire them, the team considers what types of supports are needed for a learner to use the accessible materials for school, at home, at work, or in the community.

In order to be successful with using accessible formats, learners will need a number of supports.

A look at how Creative Commons are applied to allow for remix, adaptation, and derivatives, and how to stay between the lines with each type of permission or restriction.

This document provides a rationale of the importance for using centers in early childhood classrooms. An explanation of the teacher's role is provided along with several resources that are available to teachers for creating a variety of center activities.

WHAT ARE PHENOMENA IN SCIENCE AND ENGINEERING?

Natural phenomena are observable events that occur in the universe and that we can use our science
knowledge to explain or predict. The goal of building knowledge in science is to develop general
ideas, based on evidence, that can explain and predict phenomena. Engineering involves designing solutions to problems that arise from phenomena, and using explanations of phenomena to design solutions. In this way, phenomena are the context for the work of both the scientist and the engineer.

A quick lesson designed for PreK-2 on decision making. Specifically decision making using the stop, think, act model. 

This lesson will step you through creating a copy of the Special Education verification form and filling it out.  This will allow you to verify that you are meeting the minutes on student's IEP's.  This will help your Special Education program remain in compliance and provide administrators a shareable document that will allow them to easily see schedules.

This example of practice on evidence use in early childhood education and care (ECEC) comes from Manuka Childcare Centre (MOCCA) in Griffith, ACT. MOCCA's mission is to nurture, educate and advocate for children, families, the early childhood profession and their community.

In this case study, the centre director and a teacher working at MOCCA describe their use of evidence to improve outcomes for children. The case study also includes reflection questions to help teachers, educators and leaders consider how they can adapt aspects of MOCCA’s approach to their own ECEC setting.

This resource outlines some strategies to embed early literacy in your early childhood education
and care setting.