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Related:  UDL ResourcesUniversal Design in Higher EducationUniversal Design

Accessibility- Symbaloo Gallery About this webmix : In order to have an equal and high quality lifestyle, people with disabilities can use apps and programs aimed at leveling the life playing field. Accessibility apps and websites are especially important to education. Get rid of this ad forever with Symbaloo PRO Ten Steps Toward Universal Design of Online Courses: Home Page | E-Learning and Online Teaching Today Implementing the principles of universal design in online learning means anticipating the diversity of students that may enroll in your course and planning accordingly. These ten key elements will greatly enhance the accessibility and usability of your course for students with and without disabilities. Source: Great advice: Step 1: Develop content first, then design.Step 2: Provide simple, consistent navigation.Step 3: Include an accommodation statement. Step 4: Choose CMS tools carefully. Like this: Like Loading...

3 Fundamentals of UDL Refocus: Core Values These core values lay a foundation for guiding the work of disability resource professionals in designing services, policies and programs. They keep us focused on the ultimate goal of creating campuses that value disability and embody equity of opportunity. Human variation is natural and vital in the development of dynamic communities. “Diversity enriches the educational experience. It promotes personal growth--and a healthy society. It strengthens communities and the workplace. It enhances America's economic competitiveness. back to top Disability is a social/political category that includes people with a variety of conditions who are bound together by common experiences. “We have come out not with brown woolen lap robes over our withered legs or dark glasses over our pale eyes but in shorts and sandals, in overalls and business suits, dressed for play and work straight forward, unmasked, and unapologetic.' Simi Linton. 1998. “Suddenly what I had always known, deep down, was confirmed.

Are Learning Styles Real - and Useful? As noted in Edutopia's Multiple Intelligences brief, Harvard Professor Howard Gardner describes learning styles as how an individual approaches a range of tasks "categorized in different ways: visual/auditory/kinesthetic, impulsive/reflective, right brain/left brain, etc. Gardner calls learning styles 'a hypothesis of how an individual approaches a range of materials.'" Here we present the views of well-respected educators and researchers debating the limitations and utility of learning styles. Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert A. Bjork Harold Pashler is a Professor of Psychology in the Cognitive Science Program at the University of California, San Diego. We concluded that any credible validation of learning-styles-based instruction requires robust documentation of a very particular type of experimental finding with several necessary criteria. Mark K. Mark Smith is a London-based researcher and educator at Developing Learning. David J.M. David J.M. Stephen Downes

UDL Examples and Resources Disclaimer: The examples and resources highlighted on these pages have been gathered for educational purposes. CAST does not necessarily endorse the products listed, nor does their inclusion here mean that these products are complete expressions of the UDL principles and guidelines. They may illustrate certain principles and not others. Below, you will find teacher-friendly examples and resources that illustrate each of the UDL checkpoints. These lists are meant to be a sampling of the different examples and resources that are available. We're on Diigo! Want to search our examples and resources? Never used Diigo before? Principle I. Principle II. Principle III.

Universal Design for Learning (UDL) by Darliss Bardwell on Prezi Universal Design for Learning Universal design provides people with disabilities greater access to the community and the workplace by removing or reducing barriers found in the environment. These principles, first outlined in the Americans with Disabilities Act (ADA), are now being applied to instruction through IDEA '04 (Center for Applied Special Technology [CAST], 2004a). In the broadest sense, applying principles of universal design to instruction seeks to remove barriers that any individual might face when participating in instructional activities (Hitchcock & Stahl, 2003). Universal design for learning (UDL) is a way to help all students, not just those with disabilities, to access the curriculum in nonstandard ways. Most often, UDL has technology at the core of its solution to finding increased ways for students to approach and participate in instruction. UDL varies from typical special education techniques in many ways (Bremer et al., 2002; Whitbread, 2004).

Multiple Intelligences: Gardner's Theory This is a mirror of ERIC/AE Digest Series EDO-TM-96-01, September 1996 Amy C. Brualdi ERIC/AE Arguing that "reason, intelligence, logic, knowledge are not synomous. This digest discusses the origins of Gardner's Theory of Multiple Intelligences, his definition of intelligence, the incorporation of the Theory of Multiple Intelligences into the classroom, and its role in alternative assessment practices. Seven Intelligences Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively and think logically. Linguistic Intelligence-- involves having a mastery of language. Spatial Intelligence-- gives one the ability to manipulate and create mental images in order to solve problems. Basis for Intelligence Using Multiple Intelligences in the Classroom

WCAG Overview | Web Accessibility Initiative (WAI) | W3C Introduction Web Content Accessibility Guidelines (WCAG) is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of providing a single shared standard for web content accessibility that meets the needs of individuals, organizations, and governments internationally. The WCAG documents explain how to make web content more accessible to people with disabilities. Web "content" generally refers to the information in a web page or web application, including: natural information such as text, images, and sounds code or markup that defines structure, presentation, etc. Who WCAG is for WCAG is primarily intended for: Web content developers (page authors, site designers, etc.) Related resources are intended to meet the needs of many different people, including policy makers, managers, researchers, and others. WCAG is a technical standard, not an introduction to accessibility. What is in WCAG 2.0 Technical document format Who develops WCAG

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