Electronic Journal for Inclusive Education
Abstract
In 2010, Vermette, Jones, Jones, Werner, Kline & D’Angelo published a lesson planning format, the PLE (planned learning experience) designed to help teachers meet the demands of the ever diversifying, ever demanding American secondary classroom (Vermette et al., 2010). This model helps teachers do more than simply create a “lesson plan” (a list of maneuvers for the teacher), but provides a framework for crafting authentic, meaningful and engaging learning experiences for all students. Given this great challenge, this article deconstructs the PLE in light of the three core principles of UDL (Universal Design for Learning) and considers the ramifications of each on student achievement. Specific recommendations in the area of curricular design and lesson implementation in the inclusive classroom will be explored.
Repository Citation
Jones, J. L.,
Jones, K. A.,
& Vermette, P. J.
(2011).
Planning Learning Experiences in the Inclusive Classroom: Implementing the Three Core UDL Principles to Motivate, Challenge and Engage All Learners,
Electronic Journal for Inclusive Education, 2
(7).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
