Alice Udvari-Solner

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Curriculum & Instruction
School of Education
UW-Madison
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Alice Udvari-Solner

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Alice Udvari-Solner

FACULTY ASSOCIATE
Curriculum and Instruction (CI)

244A Teacher Education Building  binoculars icon
225 N MILLS ST
MADISON, WI 53706-1707

alice@education.wisc.edu

Personal Biography

Alice Udvari-Solner is a national consultant in education and has held an appointment at UW-Wisconsin-Madison since 1989. During this time she has prepared educators in undergraduate, masters, and PhD degree programs to act as change agents in creating inclusive schools. The graduate and undergraduate courses she teaches on the topic of accommodating diverse learners in general education settings are integral to the elementary, secondary, and special education teacher certification programs.


Education

Ph D, Special Education
University of Wisconsin-Madison
Madison, WI

MS, Special Education, Inclusive Education, Supported Employment, Community-Referenced Learning
University of Wisconsin-Madison
Madison, WI

BS, Behavioral Disabilities, Specific emphasis with individuals with significant disabilities and expertise in deaf/blindness
University of Wisconsin-Madison
Madison, WI


 

 

Research Interests

Universal Design for Learning (UDL), differentiation, assistive technologies, collaborative teamwork among educators, training for paraprofessionals, and systems change toward inclusive education are areas that are central to her work in scholarship and teaching. Dr. Udvari-Solner's research has focused on the development and implementation of the Universal Design Process for Differentiation-a protocol to promote co-planning among educators to design responsive instruction, curriculum & assessment for diverse learners. She is lead author of the first & second editions of the book Joyful Learning: Active & Collaborative Learning for Inclusive Classrooms. Corwin Press. Her work also comprises journal articles and chapters in these foundational texts: Leading Inclusive Schools, Educating Students With Severe and Multiple Disabilities: A Collaborative Approach, Creating the Inclusive School, Inclusive Urban High Schools, Quick Guides to Inclusion, Restructuring for a Caring & Effective Education, and Creativity & Collaborative Learning.

Publications

  • Udvari-Solner, A., & Kluth, P. (2018). Joyful Learning: Active and Collaborative Strategies for Inclusive Classrooms. Thousand Oaks, CA: Corwin Press.
  • Thousand, J., Udvari-Solner, A., & Villa, R. (2017). Differentiated instruction: Access to general education curriculum for all. In R. Villa & J. Thousand (Eds.), Alexandria, VA: Association for Supervision and Curriculum Development.
  • Causton, J., Udvari-Solner, A., & Richmond, K. (2016). Creating educational adaptations, accommodations and modifications. In F. Orelove, D. Sobsey., & D. Gilles (Eds.), Educating students with severe and multiple disabilities: A collaborative approach, (pp. 407-435). Baltimore, MD: Paul Brookes Publishing.
  • Udvari-Solner, A., Ahlgren-Bouchard, K., & Harell, K. (2016). Instructing students with severe and multiple disabilities in inclusive classrooms. In F. Orelove, D. Sobsey., & D. Gilles (Eds.), Educating students with severe and multiple disabilities: A collaborative approach, (pp. 351- 405). Baltimore, MD: Paul Brookes Publishing.
  • Udvari-Solner, A. (2010). Co-teaching in a differentiated classroom [Film]. Madison, WI: University of Wisconsin-Madison.
    Abstract: This video series features a middle school co-teaching team, their multi-age classroom, and the responsive lessons they have created using principles of universal design & differentiation. A student with intellectual disabilities who uses augmentative communication is highlighted.
  • Feinstein, N.R., Fielding, K., Udvari-Solner, A., & Joshi, S. (2009). The Supporting Alliance in Child and Adolescent Treatment: Enhancing Collaboration between Therapists, Parents and Teachers. American Journal of Psychotherapy. 63(4), 319-344.
    Abstract: Research indicates that the therapeutic alliance between therapist and pediatric patient is most effective in the context of a productive supporting alliance-an alliance encompassing the network of relationships among therapists, parents and teachers. In this essay, we develop a model of the supporting alliance, arguing that the child's primary relationships with various parties (therapists, teachers, and parents) imply a set of secondary relationships among those parties (parent-therapist, therapist-teacher, parent-teacher). We review the literature on these secondary relationships, focusing on their nature and discussing the benefits of and obstacles to establishing productive collaborations in each case. We also describe three sorts of pathology that can afflict the supporting alliance as a whole, and discuss the importance of patient autonomy and therapist-patient confidentiality relative to the supporting alliance. Finally, we identify directions for future research and highlight implications for practice.
  • Udvari-Solner, A. (2008). Lessons from Co-teachers [Film]. Madison, WI: University of Wisconsin-Madison.
    Abstract: This five-part video series features two high school and two elementary co-teaching teams. Co-teaching models and differentiation strategies are illustrated. Responsive instructional approaches are shown for students with disabilities and students who are emergent bilingual.
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