A scoping review to explore how universal design for learning is described and implemented by rehabilitation health professionals in school settings

Background Universal design for learning (UDL) is a framework that provides guidelines to support children with diverse needs in the classroom and promotes inclusion of all children. Although UDL is recognized as a promising approach for school‐based rehabilitation health professionals (RHPs), there...

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Veröffentlicht in:	Child : care, health & development Jg. 44; H. 5; S. 670 - 688
Hauptverfasser:	Kennedy, J., Missiuna, C., Pollock, N., Wu, S., Yost, J., Campbell, W.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	England Blackwell Publishing Ltd 01.09.2018
Schlagworte:	Access to Education Child Children Children with Disabilities - psychology Children with Disabilities - rehabilitation Classrooms Cognitive style Curriculum Delivery of Health Care - methods Delivery of Health Care - trends Education of Persons with Intellectual Disabilities - methods Education of Persons with Intellectual Disabilities - trends Health Personnel Humans inclusion Instructional design Learning Learning Theories Literature Mainstreaming, Education Medical personnel Occupational therapists Occupational therapy Pathology Physical therapists Physiotherapy Professionals Rehabilitation Research methodology Resistance (Psychology) Schools school‐based intervention Speech Speech therapy Speech-language pathologists Speech-language pathology therapist Therapists Therapy Universal design universal design for learning inclusion universal design for learning rehabilitation school-based intervention therapist
ISSN:	0305-1862, 1365-2214, 1365-2214
Online-Zugang:	Volltext
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