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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Rachel Lambert and Despina A. Stylianou
One middle school teacher developed classroom routines to make challenging questions accessible to all learners in her class.
Rachel Lambert, Kara Imm, and Dina A. Williams
Second graders use this beneficial instructional routine alongside the Standards for Mathematical Practice.
Jessica H. Hunt, Beth MacDonald, Rachel Lambert, Trisha Sugita, and Juanita Silva
Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
