Tools
& Training

Resources

Home > Resources > PART 1 - Training on the Universal Design for Learning to Help All Children Read: Promoting Literacy for Learners with Disabilities (Toolkit)

PART 1 - Training on the Universal Design for Learning to Help All Children Read: Promoting Literacy for Learners with Disabilities (Toolkit)

Resource Type: 
Event Recordings, Materials, and E-Courses
Author(s): 
Anne Hayes
Joshua Josa
Rebecca Rhodes
Publisher or Sponsoring Organization: 
The Global Reading Network
Country: 
Date Published: 
August 27, 2019
Abstract (200 Character Limit) : 
Literacy skills are a fundamental component of most daily living skills. However, most students with disabilities in low-and-middle-income countries (LMICs) are not given literacy instruction. UNICEF estimates that 90 percent of children with disabilities in LMICS are not receiving any form of education.  Once in school, teachers are often not trained in how to effectively teach core academics, such as literacy, to students with different types of disabilities.  As a result, many students with disabilities are illiterate as they have never been given the opportunity to learn and reach their full academic potential. To respond to this need, the United States Agency for International Development (USAID) and the University Research Co., LLC (URC) Reach initiative published Universal Design for Learning to Help All Children Read: Promoting Literacy for Learners with Disabilities. The premise of this groundbreaking toolkit is that all children with disabilities can learn to read and should have equal access to quality literacy instruction in inclusive settings.
 
Training on the need of the toolkit and strategies for using it has been held for USAID Mission personnel in African and Asian regions and for USA implementing partners with global education programs. Information imparted is shared here in two separate video recordings (Parts 1 & 2).
 
The learning objectives for this training include increasing participants’ knowledge of using:
 
* Universal Design for Learning (UDL) to improve learning outcomes for students with and without disabilities.
* Evidence-based practices (including supports and services) for teaching and supporting literacy.
* Instructional strategies for improving the learning of students with different types of disabilities.
* Action planning for one’s own context to identify next steps and strategies to support the teaching of literacy in inclusive settings for students with disabilities in LMICs using the toolkit as a support document.
Topic: 
Teachers and Teaching
Target Audience: 
Teachers, Administrators, Implementers, Educators of students with disabilities