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Features of Udl Access

This document outlines principles of Universal Design for Learning (UDL) to ensure accessibility in curriculum design, assessment, and learning environments. It discusses three main principles - representation, action and expression, and engagement. Under each principle, it provides guidelines and examples of how to represent information through multiple modalities, provide flexible options for participation and expression, and support student interest and motivation through choice, relevance, and self-monitoring strategies. The overall goal is to create inclusive learning experiences that can be customized to meet diverse learner needs, abilities, and preferences.

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102 views

Features of Udl Access

This document outlines principles of Universal Design for Learning (UDL) to ensure accessibility in curriculum design, assessment, and learning environments. It discusses three main principles - representation, action and expression, and engagement. Under each principle, it provides guidelines and examples of how to represent information through multiple modalities, provide flexible options for participation and expression, and support student interest and motivation through choice, relevance, and self-monitoring strategies. The overall goal is to create inclusive learning experiences that can be customized to meet diverse learner needs, abilities, and preferences.

Uploaded by

api-675699033
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Features of UDL Access

In the….

Curriculum Design Curriculum Learning


Assessment, Learning Implementation Environment
plan, Resources Lesson Plans

Representation

R1. Represent the same information through different modalities by


❏ Varying size of text/image and amount of speech
❏ Including text and image captions
❏ Using physical objects and models to teach abstract concepts

R2. Clarify language (vocabulary, syntax and structure) and symbols by


❏ Breaking down complex words and symbols
❏ Illustrating key concepts non-linguistically through multiple media formats
❏ Supporting vocabulary and unfamiliar references in a text in student’s first language

R3. Integrate different means of comprehension by


❏ Providing or activating background knowledge
❏ Highlighting and explicitly cueing attention to critical information and key ideas
❏ Providing a range of multiple examples and counterexamples
❏ Scaffolding new information into sequential chunks with detailed prompts and highlighting connections to familiar
ideas, contexts, analogies and metaphors

Action and Expression

A1. Consider physical action needs by


❏ Varying the requirements for rate, timing, speed, and range of fine motor action
❏ Offering options to work with materials by hand, voice, touchscreen or adapted keyboard (e.g., alternatives to pen
and pencil or mouse control)
❏ Planning for a variety of sitting, standing and movement during a single time period

A2. Provide flexible opportunities for demonstrating understanding by


❏ Integrating multiple tools for composition (e.g.., spell checker, text-to-speech, calculator, sentence starter,s concept
map, etc.)
❏ Incorporating multiple product types (e.g., text, speech, illustration, design, models, film, music, visual arts,
storyboards, etc.)
❏ Providing authentic problems (e.g., unique problems outside the initial instructional set to promote generalization
and transfer) that can be solved using various approaches
❏ Providing skill practice and ongoing, relevant feedback that aims to gradually decrease scaffolds

A3. Promote goal setting, strategy development and organization by


❏ Posting and revisiting clear, student-accessible goals (content, skill or cognitive load
❏ Creating a plan with short term goals and checkpoints (e.g., stop and think, think alouds, etc.) that visually monitors
progress toward goal
❏ Providing organizational tools like graphic organizers, prompts for categorization, checklists, guided notes, etc.

Engagement

E1. Engage student interest by


❏ Strategically offering choice in how the objective can be reached, in the learning context ( e.g., study carrel vs.
open classroom, student use headphones, etc.) and in the tools or supports available
❏ Interacting with information and activities that are age and ability appropriate, personalized and contextualized to
students’ lives, culturally responsive and socially relevant
❏ Creating a welcoming and supportive learning space that varies the level of novelty, risk, sensory stimulation and
social demands

E2. Persevere and stay motivated by


❏ Heightening and revisiting salience of goals and objectives
❏ Providing adjustable levels of challenge: (e.g., range of materials at different reading difficulties)
❏ Emphasize process, effort and improvement in meeting standards as an alternative to external evaluation or
competition
❏ Use cooperative learning groups or peer tutoring with scaffolded roles and responsibilities

E3. Opportunities to self-monitor and self-manage by


❏ Using checklists or rubrics that focus on self-regulation goals like reducing outbursts in response to frustration or
increasing time on-task given distractions
❏ Providing differentiated models, scaffolds and feedback on managing frustration, seeking support and reframing
personal judgements about challenges (e.g., “How can I improve in math?” v. “I am not good in math.”)

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