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Transcript of Universal Design for Learning (UDL) Legislation Non-Profit Research Architecture and Product...
![Page 1: Universal Design for Learning (UDL) Legislation Non-Profit Research Architecture and Product Development Neuroscience Chickering & Gamson ORIGINS OF UNIVERSAL.](https://reader035.fdocuments.net/reader035/viewer/2022072015/56649ec05503460f94bcc3e5/html5/thumbnails/1.jpg)
Universal Design for Learning
(UDL)
LegislationNon-Profit Research
Architecture and Product
Development
Neuroscience
Chickering & Gamson
ORIGINS OF UNIVERSAL DESIGN
![Page 2: Universal Design for Learning (UDL) Legislation Non-Profit Research Architecture and Product Development Neuroscience Chickering & Gamson ORIGINS OF UNIVERSAL.](https://reader035.fdocuments.net/reader035/viewer/2022072015/56649ec05503460f94bcc3e5/html5/thumbnails/2.jpg)
Higher Education Opportunity Act (HEOA) of 2008 established the first statutory definition for universal design for learning.
Universal Design for Learning (UDL) means a scientifically valid framework for guiding educational practice that — (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. [HEOA, P.L. 110-315, §103(a)(24)].
![Page 3: Universal Design for Learning (UDL) Legislation Non-Profit Research Architecture and Product Development Neuroscience Chickering & Gamson ORIGINS OF UNIVERSAL.](https://reader035.fdocuments.net/reader035/viewer/2022072015/56649ec05503460f94bcc3e5/html5/thumbnails/3.jpg)
CHARACTERISTICS of UDL
Multiple Means of
Representation
Multiple Means of
Engagement
Multiple Means of
Expression
Provides learners with various means for
acquiring information and knowledge using
their Recognition Networks
(identifying and interpreting sounds,
light, letters, formulas, maps, ideas, cause/effect
relationships, etc.)
Provides learners with alternatives for demonstrating what
they know using their
Strategic Networks (planning,
executing, and acting skillfully to complete projects, take exams, take notes, listen to lectures etc.)
Addresses how learners engage, stay motivated,
become interested or excited, or are challenged, using
their Affective Networks
(influencing motivation to learn,
developing preferences, establishing
priorities and interests, etc.)
![Page 4: Universal Design for Learning (UDL) Legislation Non-Profit Research Architecture and Product Development Neuroscience Chickering & Gamson ORIGINS OF UNIVERSAL.](https://reader035.fdocuments.net/reader035/viewer/2022072015/56649ec05503460f94bcc3e5/html5/thumbnails/4.jpg)
The Nine Principles of Universal Design for Learning
![Page 5: Universal Design for Learning (UDL) Legislation Non-Profit Research Architecture and Product Development Neuroscience Chickering & Gamson ORIGINS OF UNIVERSAL.](https://reader035.fdocuments.net/reader035/viewer/2022072015/56649ec05503460f94bcc3e5/html5/thumbnails/5.jpg)
Center for Applied Special Technology[CAST] http://www.cast.org/
Center for Universal Design at North Carolina State University http://www.design.ncsu.edu/cud/
National Center on Universal Design for Learning (National UDL Center) (http://www.udlcenter.org)
DO-IT at the University of Washington http://www.washington.edu/doit/
University of Connecticut Center on Postsecondary Education and Disability (http://www.udi.uconn.edu/index.php?q=content/universal-design-instruction-module&quicktabs_6=8#quicktabs-6)
Resources