Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Elizabeth M. Dalton"'
Publikováno v:
African Journal of Disability, Vol 9, Iss 0, Pp e1-e8 (2020)
Background: South Africa has undertaken the implementation of inclusive education as a vehicle for achieving enhanced educational outcomes and equity. Universal Design for Learning (UDL) is an instructional design framework that takes into account th
Externí odkaz:
https://doaj.org/article/add8dd1f27cd453d9fe07d94222acba6
Publikováno v:
African Journal of Disability, Vol 8, Iss 0, Pp e1-e7 (2019)
Around the world, institutions of higher education are recognising their responsibilities to achieve the full inclusion of individuals with differing needs and/or disabilities. The frameworks of universal design (UD) and universal design for learning
Externí odkaz:
https://doaj.org/article/cfd2c7f84f3d446d87a8f9a7f233e3bd
Publikováno v:
African Journal of Disability, Vol 1, Iss 1, Pp e1-e7 (2012)
South Africa has adopted an inclusive education policy in order to address barriers to learning in the education system. However, the implementation of this policy is hampered by the lack of teachers’ skills and knowledge in differentiating the cur
Externí odkaz:
https://doaj.org/article/488ea6f58aa14e4e9f0a0a4a2bbc8459
Autor:
Elizabeth M. Dalton
Publikováno v:
Fourth Genre: Explorations in Nonfiction. 22:99-108
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::44c38a3c8480e9f98a6c40683d936fc3
https://doi.org/10.14321/fourthgenre.22.2.0099
https://doi.org/10.14321/fourthgenre.22.2.0099
Autor:
Elizabeth M. Dalton, Judith McKenzie
Publikováno v:
African Journal of Disability
African Journal of Disability, Vol 9, Iss 0, Pp e1-e8 (2020)
African Journal of Disability, Vol 9, Iss 0, Pp e1-e8 (2020)
Background: South Africa has undertaken the implementation of inclusive education as a vehicle for achieving enhanced educational outcomes and equity. Universal Design for Learning (UDL) is an instructional design framework that takes into account th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::64d416b2b092d1b8f447cc1b4331d959
http://europepmc.org/articles/PMC7756599
http://europepmc.org/articles/PMC7756599
Autor:
Elizabeth M. Dalton
Publikováno v:
Journal of Media Literacy Education. 9:17-29
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0442548191db57542cd7f33f4dba087d
https://doi.org/10.23860/jmle-2019-09-02-02
https://doi.org/10.23860/jmle-2019-09-02-02
Autor:
Radhike Khanna, Elizabeth M. Dalton
Publikováno v:
Universal Access Through Inclusive Instructional Design ISBN: 9780429435515
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b21f50c9600446834421c488afa8b212
https://doi.org/10.4324/9780429435515-9
https://doi.org/10.4324/9780429435515-9
Autor:
Elizabeth M. Dalton
Publikováno v:
Universal Access Through Inclusive Instructional Design ISBN: 9780429435515
Inclusive instructional design as a concept is based in the foundational work of educational theorists, legislators, and professionals whose work serves to guide the practice of inclusion in education. Laws and policies, both national and internation
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f55b0d8a4ef1e3e6d350d22b19626110
https://doi.org/10.4324/9780429435515-1
https://doi.org/10.4324/9780429435515-1
Autor:
Elizabeth M. Dalton
This chapter presents a thorough examination of international and U.S. legal and educational foundations which justify instructional variation and diversification for all students, particularly for those with disabilities. With the exploration of var
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d64343650be5466aef22023d233f0429
https://doi.org/10.4018/978-1-5225-6240-5.ch001
https://doi.org/10.4018/978-1-5225-6240-5.ch001
Autor:
Susie L. Gronseth, Elizabeth M. Dalton
Universal Access Through Inclusive Instructional Design explores the ways that educators around the world reduce barriers for students with disabilities and other challenges by planning and implementing accessible, equitable, high-quality curricula.