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National Center on Secondary Education and Transition: Creating opportunities for youth with disabilities to achieve successful futures.

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NCSET Resources

Topic on Technology
This topic explores the importance of providing training and access to technology for youth with disabilities.

Universal Design: A Strategy to Support Students' Access to the General Education Curriculum (December 2002)
NCSET Information Brief
The IDEA amendments of 1997 require that students with disabilities have the opportunity to participate and progress in the general curriculum in public education systems. Universal Design refers to the design of flexible classroom materials and activities, including use of technology, to facilitate the achievement of learning goals by students with widely varying abilities. This brief describes principles of Universal Design and provides information about Universal Design resources.

Universal Design for Learning: Improved Opportunities for Access, Participation, and Progress (2001)
NCSET Teleconference Transcript
Transcript of NCSET Teleconference held December 11, 2001 and presented by Chuck Hitchcock, Director of the National Center on Accessing the General Curriculum; and Grace Meo, Director of Curriculum and Practice at the National Center on Accessing the General Curriculum.

Universal Design for Learning and the Transition to a More Challenging Academic Curriculum: Making it in Middle School and Beyond (April 2005)
NCSET Parent Brief
This brief describes universal design, a process for creating environments that support the learning of students with diverse abilities, styles, and needs. In universal design, versatility is built into the environment from the start. Further resources are also provided.

What Algebra and Biology Students Have to Say About Universal Design for Learning (October 2005)
NCSET Research to Practice Brief
This brief outlines the findings of a study of whether universal design for learning (UDL) improves how students with mild disabilities perform in general education. The study's findings illustrate how students perceive individual interventions anchored by three key UDL principles--multiple ways of representing course content, multiple options for student expression and control, and multiple options for engagement and motivation. These individual interventions were used in standard-track high school algebra and biology classes.

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National Center on Secondary Education and Transition
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This page was last updated on November 29, 2017.