Achieving the Transformational Vision for Universal Design for Learning: Guest Associate Editor Introduction

• Published in: Intervention in school and clinic Vol. 56; no. 3; pp. 177 - 178
• Main Author: Edyburn, Dave
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-01-2021; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Access to Education; Classrooms; Cognitive style; Curricula; Educational Practices; Executive Function; Imagination; Inclusion; Inclusive education; Instructional Design; Intervention; Policy making; Teachers; Universal design; universal design for learning; technology
• ISSN: 1053-4512; 1538-4810
• DOI: 10.1177/1053451220942190

The potential of Universal Design for Learning (UDL) has captured the imagination of policy makers, educators, administrators, teacher educators, as well as educational researchers. Over the past 20 years, there has been increasing interest in how the vision of UDL could be translated into practice. And yet, there is little agreement about whether or not UDL is a design intervention and therefore the responsibility of publishers and instructional designers as they create curricula and instructional materials. I am pleased to introduce this guest column that profiles the work of Drs. Matthew Marino and Eleazar Vasquez as they describe the relationship between executive functioning and learner variability in inclusive classrooms.