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dc.contributor.authorRoss, Carrie
dc.date.accessioned2021-12-01T00:14:34Z
dc.date.available2021-12-01T00:14:34Z
dc.date.issued2018
dc.identifier.citationRoss, C. (2018). Universal design for learning as a method for an inclusive classroom: A meta-synthesis. Unpublished Masters Thesis, M.ed. Special Education, University of Alaska Southeast.en_US
dc.identifier.urihttp://hdl.handle.net/11122/12554
dc.description.abstractThe movement for students with special education needs to have access to the general education curriculum, to be educated with nondisabled peers, and to learn in the least restrictive environment has been ongoing and continues to be an issue in education today. Although past and current education laws support and encourage the inclusion of students with special education needs, many states and school districts still struggle to move to inclusion models, reform the school system, and provide appropriate support and training to teachers on best practices for teaching in an inclusive setting. This meta-synthesis looks at one possible model as an effective method for implementing inclusion. The model being considered and analyzed is known as Universal Design for Learning (UDL).en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectMeta-Synthesisen_US
dc.subjectLiterature Reviewen_US
dc.subjectSpecial Educationen_US
dc.subjectLeast Restrictive Environmenten_US
dc.subjectUniversal Design for Learningen_US
dc.subjectUDLen_US
dc.subjectInclusion Modelsen_US
dc.titleUniversal Design for Learning as a Method for an Inclusive Classroom: A Meta-Synthesisen_US
dc.typeThesisen_US
refterms.dateFOA2021-12-01T00:14:35Z


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