Rebuilding Hope through Universal Design for Learning
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| Title: | Rebuilding Hope through Universal Design for Learning |
|---|---|
| Language: | English |
| Authors: | Wendie Lappin Castillo |
| Source: | Educational Research: Theory and Practice. 2026 37(1):57-61. |
| Availability: | Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/ |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Access to Education, Instructional Materials, Social Emotional Learning, Academic Accommodations (Disabilities) |
| ISSN: | 2637-8965 |
| Abstract: | This roundtable workshop was a research-to-practice approach with the intent to guide educators in the use of a newly-designed graphic organizer (Castillo & Sedano, 2025) used to map social emotional goals within the guidelines and principles of Universal Design for Learning. With the need for support of social emotional outcomes for students, layering learning through the approach of universal design supports accessibility and academic growth in the classroom (CAST, 2018). This workshop integrated a tool for reference to support educators with accommodations to consider pending children's needed supports. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505514 |
| Database: | ERIC |
| Abstract: | This roundtable workshop was a research-to-practice approach with the intent to guide educators in the use of a newly-designed graphic organizer (Castillo & Sedano, 2025) used to map social emotional goals within the guidelines and principles of Universal Design for Learning. With the need for support of social emotional outcomes for students, layering learning through the approach of universal design supports accessibility and academic growth in the classroom (CAST, 2018). This workshop integrated a tool for reference to support educators with accommodations to consider pending children's needed supports. |
|---|---|
| ISSN: | 2637-8965 |
