Flipped Classroom (FC) methodology too tends to make learning process signicant and accessible to every student.The Universal Design for Learning (UDL) could be the pedagogical approach that may help in responding to this challenge, since its key idea is remove all the barriers that even teaching methods and didactics can create. UDL is a concept extension of the Universal Design, an architectural movement whose idea was proposed rstly in 1987 by Ron Mace. The tenet that lies behind the Universal Design is that, in architecture, everything has to be conceived and designed in order to suit the widest range of users, including the ones with disabilities.

Alessandr  (2018). Flipped Classroom and Universal Design for Learning: Towards an Inclusive Educational Environment and Curriculum. In Inclusion and Exclusion, Resources for Educational Research?. Berlin : EERA (European Educational Research Association).

Flipped Classroom and Universal Design for Learning: Towards an Inclusive Educational Environment and Curriculum

Carla Lojacono;Alessandra La Marca
2018-01-01

Abstract

Flipped Classroom (FC) methodology too tends to make learning process signicant and accessible to every student.The Universal Design for Learning (UDL) could be the pedagogical approach that may help in responding to this challenge, since its key idea is remove all the barriers that even teaching methods and didactics can create. UDL is a concept extension of the Universal Design, an architectural movement whose idea was proposed rstly in 1987 by Ron Mace. The tenet that lies behind the Universal Design is that, in architecture, everything has to be conceived and designed in order to suit the widest range of users, including the ones with disabilities.
6-set-2018
ECER 2018 Bolzano - The European Conference on Educational Research - Inclusion and Exclusion, Resources for Educational Research?
Bolzano
3-7 Settembre 2018
3-apr-2018
2018
/
Alessandr  (2018). Flipped Classroom and Universal Design for Learning: Towards an Inclusive Educational Environment and Curriculum. In Inclusion and Exclusion, Resources for Educational Research?. Berlin : EERA (European Educational Research Association).
Proceedings (atti dei congressi)
Alessandr 
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10447/358932
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