Moving Beyond Assumptions of Cultural Neutrality to Improve Accessibility and Opportunity to Learn for English Language Learners
Published Year
2018
Resource Type
Book
The purposes of this chapter are twofold: (a) to suggest that sociocultural framing of Universal Design for Learning (UDL) would more effectively support ELLs and (b) to examine in greater detail what sociocultural reframing of UDL could look like in assessment activities in which ELLs are particip