In this article, I propose a mathematical version of Universal Design for Learning called UDL Math. I describe three classrooms that include students with disabilities in meaningful mathematics and explore how the teachers create access through multiple means of engagement, representation, and strategic action.
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Cathery Yeh
Ear to the Ground features voices from various corners of the mathematics education world.
LauraMarie K. Coleman
Struggling students engage in a scaffolded series of problems and learning experiences that provide access to grade-level content.
