35. Transformation: Students can access the same content in a variety of ways, with larger text size, higher volume, adjusting the contrast on video, and content can be translated into a students primary language.
Notes de l'éditeur
Providing alternatives to everyday issues. Making things accessible to all. Closed captioning for the deaf or hard of hearing, large print for the visually impaired, wheelchair ramps and elevators for those with physical disabilities.
Let’s watch a short video on the Universal Design for Learning and the implications for the everyday classroom
The recognition networks also enables learners to recognize complex patterns, such as literary style or abstract concepts such as justice. Each individuals’ recognition networks is different, therefore the more ways in which a teacher presents information, the more likely that teacher is to reach all learners (Rose & Meyer, 2002).
The functions of the strategic networks are located primarily in the frontal lobes, enabling learners to plan, execute and monitor progress in virtually everything that is being done. These networks are so efficient that these processes take place without the learner being aware of the planning, organization, and monitoring of actions that are taking place.
There are many differences in the strategic networks of students, which can be demonstrated in variety of ways. Some students may experience difficulties in tasks such as spelling, reading, or writing, while another student may experience difficulties in areas such as multiplying, oral expression, or artistic expression. The more tools that students are allowed to use, and the more ways in which students are allowed and encouraged to demonstrate what they have learned, the more likely it is that they will be successful in achieving curriculum goals. By keeping these differences in mind, teachers will be able to plan strategic learning opportunities for all types of learners(Rose & Meyer, 2002).
The functions of the affective network occur in the core of the brain, allowing learners to become engaged and interested in learning. It also allows learners to evaluate patterns in content and assign emotional significance to them.
As many teachers know, the affective aspect of learning is perhaps the most important. Students’ emotional responses to learning can have a profound effect on their success. By getting to know students and paying attention to affective issues, teachers can help students to connect to the subject matter and enjoy learning (Rose & Meyer, 2002).
Technology and digital media have a central role in UDL. Traditional instruction has relied on speech and print text, creating a barrier for many students. Technology allows for teachers to create individualized, flexible instruction for all learners
CAST (The Center for Applied Special Technology), founded in 1984, is a nonprofit organization devoted to research and development to expand educational opportunities for all, especially those with disabilities, through Universal Design for Learning. Through their website, CAST offers a number of resources and tools to help teachers learn more about and implement UDL. (CAST.org) CAST has earned international recognition for its innovative contributions to educational products, classroom practices, and policies. Its staff includes specialists in education research and policy, neuropsychology, clinical/school psychology, technology, engineering, curriculum development, K-12 professional development, and more. (CAST.org)
This resource can help to ensure that when planning a lesson careful thought is given to the differences in our students and the help to ensure that they are being accounted for in the classroom
This resource provides a collection of ideas and further information for educators (and parents) to review in order to keep on top of the importance of UDL for our students
This resource provides a method for teachers to analyze their current practices and be able to then make adjustments as needed to provide a UDL learning experience for all students