Inclusive Education

This article highlights the purpose of Universal Design for Learning (UDL), what it looks like in the classroom, and the principles of UDL that emphasize learner variability. It also looks at how families can support student learning through UDL.

This article unpacks the meaning of metacognition and how it can help children with learning issues to self-regulate and quiet negative self-talk. It also describes the type of questions to ask children to promote deeper reflection.

The Universal Design for Learning Guidelines database is a living, dynamic tool that is continuously developed based on new research and feedback from practitioners. It seeks to address critical barriers rooted in biases and systems of exclusion.

Heather Branigan and Margarita Kanevski discuss the relationship between metacognition and executive functions. They share five strategies with a focus on being explicit, modeling, and consolidating learning regardless the strategy.

This video shows how Eric Crouch, a fifth grade teacher, brings to life the principles of Universal Design for Learning (UDL) in his classroom.

This article shares different types of metacognitive strategies for use in the classroom. Within this article are additional resources for students to reflect on their learning and for educators to use to promote metacognition in their classrooms.