Universal Design for Learning (UDL) provides guidelines for curriculum design that is accessible to all students. UDL aims to reduce barriers in learning by addressing three brain networks - recognition, strategic, and affective - through multiple means of representation, engagement, and expression. Research shows no two students learn the same; UDL allows for flexibility through principles parallel to the brain's networks. UDL benefits all students through higher achievement and engagement, improved self-esteem, and decreased behavior issues.
Introduction to Universal Design for Learningbrettssu
Presentation used as basis for 90-120 minute focus session on UDL. Does not include information related to UDL and technology, accessibility, or UDL Faculty Learning Community. These areas are covered in 1-2 day workshops on "UDL: Inclusive Excellence."
Developing Online Materials that Acknowledge the Science of Learning in MoodleJason Neiffer
These are slides to support Jason Neiffer's Presentation, "Developing Online Materials that Acknowledge the Science of Learning in Moodle," presented at the 2013 MountainMoot in Helena, MT.
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
Introduction to Universal Design for Learningbrettssu
Presentation used as basis for 90-120 minute focus session on UDL. Does not include information related to UDL and technology, accessibility, or UDL Faculty Learning Community. These areas are covered in 1-2 day workshops on "UDL: Inclusive Excellence."
Developing Online Materials that Acknowledge the Science of Learning in MoodleJason Neiffer
These are slides to support Jason Neiffer's Presentation, "Developing Online Materials that Acknowledge the Science of Learning in Moodle," presented at the 2013 MountainMoot in Helena, MT.
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. researched based provides guidelines to design curriculum that is accessible to all accomplishes universal accessibility by “simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students” (http://www.cast.org) What is UDL?
3. Concept originated in the architecture field, needed to design products and environments that were accessible to all Curb cuts, sidewalk ramps Low floor buses and lifts Color contrast and steep side dishware Expanded to reach students that have “roadblocks” hindering their processing and learning. Common “roadblocks” include: Disabilities: physical, learning, emotional, etc. Language discrepancies Low levels of motivation and engagement Inspiration
4. Although brain is one big network it delegates processing to different areas, or subnetworks. Brain Research Recognition Network Strategic Network Affective Network
5. Pattern recognition area Uses sensory information and analyzes Causes us to be able to identify certain sounds, smells, sights, etc. The Recognition Network
6. Creates actions and plans for action Sends messages to muscles Causes us to be dance, play sports, plan routes, etc. The Strategic Network
7. Controls emotions, evaluates patterns Identify the focus, what is important, what action should be taken What makes us fearful, excited, etc? The Affective Network
8. Research tells us there is no “regular” student, that they all fall on a continuum of learning with widely differing ways to recognize, organize and engage with information These differences will determine individual strengths and weaknesses UDLs three principles or flexibilities parallel the three brain networks. UDL and Brain Research
19. Critical for successful implementation of UDL Two approaches to using technology Assistive technology such as adapted tools, communication and visual aids. Supportive technology such as webpages, word processing and electronic textbooks Can “reduce barriers without adding complexity to teaching process” (Bashan & Gardner, 2010). Role of Technology
20. UDL and Assistive technology are not one in the same UDL aims to reduce barriers for all, while assistive technology focuses on individuals Role of Technology continued Reduce Barriers
22. Book BuilderOne of my favorite tools that CAST highlisghts on their website. This would engage many students and allow each member of a group to participate whether it be with writing the words, illustrating the pictures or creating the audio. I would use this is my science and social studies classes having the students create picture books on the content being studied. WiggleWorksThis would be a helpful tool in my classroom. We can not be working with every student all of the time and many of my learning disabled children struggle during independent work time. Learning centers tend to cause them to either be frustrated if the work is challenging or disruptive if it is on their level and they finish. The WiggleWorks software would encourage independence while providing scaffolding support for when a teacher can not be with them. Science WriterMany of my learning disabled students struggle with developing projects from scratch. This tool would provide the structure and guidance for students to create a successful science report while not becoming overwhelmed. I also enjoy the option for students to have their writing read back to them as editing work is also a difficult skill for them to master. More CAST tools
23. Higher Student Academic Achievement and Performance Scores Higher Levels of Motivation and Engagement Higher Self-Esteem in Students Lower Occurrences of Off Task and Problem Behaviors Expands opportunities for all students, not just the classified ones Potential Student Impact
24. Bashan, J. D., Gardner J.E. (2010) Measuring universal design for learning. Special Education Technology Practice, 12(2), 15-19. Edyburn, D. L. (2005). Universal design for learning. Special Education Technology Practice, 7(2), 16-22. Laureate Education, Inc. (Producer). (2009). Brain Research and Universal Design for Learning [DVD]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author. http://www.cast.org http://www.udlcenter.org Resources