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The Three Principles

The Three Principles
Three primary principles, which are based on neuroscience research, guide UDL and provide the underlying framework for the Guidelines: Principle I: Provide Multiple Means of Representation (the “what” of learning) Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. Principle II: Provide Multiple Means of Action and Expression (the “how” of learning) Principle III: Provide Multiple Means of Engagement (the “why” of learning)

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About UDL My passion is to remove the obstacles to learning for all students and these free tools offer opportunities for struggling learners that promote academic success. When material is digital or electronic, it is flexible and accessible. It is our responsibility as educators to provide materials that promote success. Please encourage all educators to consider using these free tools. When Congress reauthorized IDEA in 1997, they added the provision that ALL students on IEPs must now be considered for assistive technology. (As Dave Edyburn pointed out, 4 million more students were now eligible to be considered for AT.

Universal Design for Instruction and Learning Environments - Disability Resource Center While everyone agrees that learners cover a diverse range of learning styles and needs, delivering the curricula to suit this diversity of learners, including those with disabilities, has been a challenge. Chickering’s (1987) Seven Principles of Good Practice (below) provides the rationale for establishing a flexible and supportive learning environment. While these principles formed the basis of teaching strategies prior to the development of the principles of universal design, they are still used in many instructional programs as they offer a common sense approach to instruction. Recent theorists offer new approaches to instruction that consider the range of diverse learning needs, and recommend new ways of designing the curricula. The Center for Applied Special Technology (CAST) identified 3 primary principles as the basis for Universal Design for Learning (UDL) and did not use the original principles of universal design as the starting point (Rose & Wasson, 2008).

Organiser Tools Skip to main content Create interactive lessons using any digital content including wikis with our free sister product TES Teach. Get it on the web or iPad! ADA: Fast Facts for Faculty - Universal Design Elements of Good Teaching Universal Design Definition: Universal design is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting.

What is Universal Design for Learning Universal Design for Learningis a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. Why is UDL necessary?

Universal Design of Instruction (UDI) - Accessibilty - Wayne State University Universal Design of Instruction is an approach to teaching that consists of the proactive design of instruction, materials and content, as well as the use of inclusive strategies that benefit a broad range of learners, including students with disabilities. UDI provides equal access to learning, not simply equal access to information. UDI is based on the concept of universal design — an idea that originated in the field of architecture to meet the needs of an increasingly diverse public.

Universal Design for Learning: Meeting the Needs of All Students Katherine, a speech-language pathologist in a large elementary school, works hard to provide appropriate and relevant services to students in general education classrooms. She doesn't do much pull-out, instead preferring to work in classrooms using adapted classroom materials. As a result, she spends a lot of time modifying materials and developing personalized resources for specific students. As she packs up her bag filled with paperwork to finish at home, she thinks, "There must be a better way to meet the needs of all the students on my caseload." Katherine's situation is common for school-based SLPs. All of her students have different needs, abilities, and preferences.

Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples Pre-college and college students come from a variety of ethnic and racial backgrounds. For some, English is not their first language. Also represented in most classes are students with a diversity of ages and learning styles, including visual and auditory. Universal Design - Disability Resource Center Universal design is a concept that has emerged from the architectural field and is now being applied in other arenas such as instruction. The term “universal design” was defined by the team of architects, environmental researchers, engineers and product designers who are credited with its origin. They define universal design as “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” This same team of professionals developed a set of seven principles which guide designers in the development of products and environments to maximize usability and accessibility.

Universal design for instruction Universal Instructional Design (UID) or Universal Design for Instruction (UDI) is an educational framework for applying universal design principles to learning environments with a goal toward greater accessibility for all students, including students with disabilities. UDI involves considering the potential needs of all learners when designing and delivering instruction by identifying and eliminating unnecessary barriers to teaching and learning while maintaining academic rigor.[1] UDI is thus proactive and benefits all students, in contrast to providing accommodations for a specific student (e.g., providing a sign language interpreter for a student who is deaf). Background[edit] Universal Design for Instruction (UDI) applies and adapts universal design principles and the Principles of Universal Design[2] to learning environments and learning products, with a goal toward maximizing learning for all students. Principles of UDI[edit] Examples of UD Applied to Instruction[edit]