Universal Design
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Universal Design is an approach to designing products and environments to be usable by people of all abilities, to the greatest extent possible, without the need for adaptation or specialized design. The document outlines the seven steps of Universal Design which include determining the product, identifying diverse needs, asking consumers for help, making accommodations, allowing flexibility, and assessing the final product. Universal Design benefits many students, including those with disabilities, English language learners, gifted students, and struggling students. When implemented in classrooms, Universal Design minimizes the need for special accommodations while still allowing those accommodations if needed. Examples of Universal Design include assistive technology, website design, and curriculum design.
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Universal design for learning 2.3
Universal Design for Learning is an educational framework that aims to make instruction and materials accessible to all students, regardless of ability, by providing multiple means of representation, action and expression, and engagement. It involves intentionally designing classrooms, instruction, and products to be usable by all students to the greatest extent possible without needing adaptation. Some ways to implement Universal Design include providing options for language, comprehension, physical action, knowledge expression, and goal setting, as well as strategies to maintain student interest and self-regulation.
Universal Design
The document discusses Universal Design for Learning (UDL), which aims to make education accessible and flexible for all learners by defining appropriate goals, assessing diverse learner needs, and evaluating curriculum barriers. UDL benefits students with disabilities but also others by allowing flexible choices and using tools like closed captions that help deaf students and English language learners.
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This document discusses ensuring specialized instruction meets diverse student needs through universal design for learning (UDL) principles and differentiated instruction. It aims to help participants generate ideas for utilizing specialized instruction in their settings. Key areas covered include UDL guidelines, overcoming participation and achievement barriers, and building specialized instruction toolkits with resources like timers, highlighters, magnifiers, and accessible eText options. Participants are encouraged to consider tools and practices to specialize instruction for specific student profiles.
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Multimedia such as textbooks, computers, smartphones, television and videos can enhance learning. Screencasts allow recording of a screen in a slide or video format and can include audio narration for step-by-step learning. Podcasts provide radio shows, lectures, ebooks and videos for learning at one's own pace and reviewing topics through an easy to use format suited for different learning styles. Podcasts could help with career and further education by providing up-to-date information in fields like healthcare and assisting patients through new technologies.
Rough cut
We kept the praying scenes, changing scenes, and hugging scene the same from the rough cut. We added distribution and ident scenes, a Quran scene, and different sound effects. We also added extra preparation scenes and titles. Potential improvements with more time include changing the opening music, adding more shots, slowing shots down, and using motion for opening text like a film opening.
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The document outlines the shooting plan and shots for a film titled "2LIVES". It describes the various shots that were planned to show the main character praying at home, leaving her house while saying goodbye to her mother, walking down the street and encountering her brother in an alleyway. It also mentions shots of the main character changing her clothes and makeup in the alleyway, escaping her brother's sight, and going to college but then skipping class. The document concludes by describing the sound choices as initially being soft, peaceful background music with a voiceover, then switching to a more rebellious tune when the scene changes to shots of the main character changing in the alleyway.
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This document outlines the steps students take to generate and organize measurement data to create a line plot. The steps include measuring objects, compiling the data, organizing it into a line plot with x-marks, and having students make statements interpreting the line plot. After a whole group guided activity making a line plot, the document prepares for a guided student practice of the same process.
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The document describes the storyboard for a new film. It shows various scenes: shots of a Quran where the title appears; pans of a room showing characters praying which switches between people; the characters going downstairs and saying goodbye before leaving for college. It then shows the characters meeting in an alleyway and getting changed, with different shots of each character's face. This sequence takes up half the time as the main characters hug before leaving for college. The document also describes the soundtrack, including the opening distribution logo, an instrumental song for 10 seconds, an Azaan starting when the song fades, followed by a voiceover and anasheed as the characters walk out of their houses shutting doors before rebellious music starts
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Universal design for learning 2.3
Universal Design for Learning is an educational framework that aims to make instruction and materials accessible to all students, regardless of ability, by providing multiple means of representation, action and expression, and engagement. It involves intentionally designing classrooms, instruction, and products to be usable by all students to the greatest extent possible without needing adaptation. Some ways to implement Universal Design include providing options for language, comprehension, physical action, knowledge expression, and goal setting, as well as strategies to maintain student interest and self-regulation.
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Multimedia such as textbooks, computers, smartphones, television and videos can enhance learning. Screencasts allow recording of a screen in a slide or video format and can include audio narration for step-by-step learning. Podcasts provide radio shows, lectures, ebooks and videos for learning at one's own pace and reviewing topics through an easy to use format suited for different learning styles. Podcasts could help with career and further education by providing up-to-date information in fields like healthcare and assisting patients through new technologies.
Rough cut
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The document outlines the shooting plan and shots for a film titled "2LIVES". It describes the various shots that were planned to show the main character praying at home, leaving her house while saying goodbye to her mother, walking down the street and encountering her brother in an alleyway. It also mentions shots of the main character changing her clothes and makeup in the alleyway, escaping her brother's sight, and going to college but then skipping class. The document concludes by describing the sound choices as initially being soft, peaceful background music with a voiceover, then switching to a more rebellious tune when the scene changes to shots of the main character changing in the alleyway.
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This document outlines the steps students take to generate and organize measurement data to create a line plot. The steps include measuring objects, compiling the data, organizing it into a line plot with x-marks, and having students make statements interpreting the line plot. After a whole group guided activity making a line plot, the document prepares for a guided student practice of the same process.
Final outcome
The document describes the storyboard for a new film. It shows various scenes: shots of a Quran where the title appears; pans of a room showing characters praying which switches between people; the characters going downstairs and saying goodbye before leaving for college. It then shows the characters meeting in an alleyway and getting changed, with different shots of each character's face. This sequence takes up half the time as the main characters hug before leaving for college. The document also describes the soundtrack, including the opening distribution logo, an instrumental song for 10 seconds, an Azaan starting when the song fades, followed by a voiceover and anasheed as the characters walk out of their houses shutting doors before rebellious music starts
20160108 094641 sesion_2_fa_i
Este documento describe dos tipos de anรกlisis financieros: el anรกlisis vertical y el anรกlisis horizontal. El anรกlisis vertical calcula porcentajes tomando como base el activo total o las ventas netas para identificar la importancia relativa de cada cuenta. El anรกlisis horizontal calcula el crecimiento o decrecimiento interanual de cuentas para identificar comportamientos inusuales entre perรญodos. Ambos anรกlisis ayudan a identificar รกreas que requieren mรกs atenciรณn en los estados financieros.
Day 3 of filming review
Day 3 of filming had some challenges. Scenes needed to be re-filmed because the battery died and footage from the memory cards had to be deleted. They also had to re-film some scenes because it started raining heavily, wetting the camera equipment. By the end of the long, cold day, they were happy with the footage captured despite the technical difficulties experienced.
ื ืืคื ืืืืืช ื ืืจืืช ืฆืื
The email is from nurittzin@walla.com. It does not contain any other text or information beyond the email address in the from field. In one sentence, the email is from nurittzin@walla.com.
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The document summarizes the main characters in a Cinderella story:
Cinderella is an unpopular girl who works as a slave for her stepmother. She is in love with the popular footballer Prince Charming. Her only friend is Gordon, who helps her with her social and love life.
Prince Charming is the popular and confident male footballer, breaking stereotypes by also being quiet and smart.
The ugly step sisters and stepmother are mean-spirited characters who only care about popularity, money, and themselves. They bully Cinderella.
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Day one filming review
The first day of filming was exhausting and faced several issues. The actors arrived an hour late, delaying filming. With only two group members, everything took longer. When they started filming inside at 2pm, they got distracted and didn't follow the storyboard. They then filmed outside scenes in the dark from 4pm, but the footage was poor quality. They ended at 7pm with only the outside shots completed, needing to refilm those scenes. Overall, timing issues, lack of preparation, and distractions hindered their first day of filming.
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The filmmakers decided to use split screens to give two characters equal screen time and have their actions follow in parallel. This led them to change most of their storyboard, including removing scenes of the characters meeting at college and interacting with siblings to stay within the time limit. Based on feedback, they added Islamic elements like the call to prayer and nasheed, and chose more rebellious contrasting music to add cultural context and tension.
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The document describes a class lesson on fractions where students used pans of chocolate to demonstrate different ways of sharing and representing equivalent fractions. The class worked through examples of sharing 1 pan, 2 pans, 3 pans, and 4 pans of chocolate between two students. They ultimately agreed that 1 1/2 pans is the same as 3/2, and that 2 pans is equal to 8/4 or 4/2.
Day 4 of filming review
We finished filming one main character but had to refilm scenes for another character after the intended actor was unavailable. Scenes filmed at Fatma's house included praying, head scarf, and hugging scenes. After the replacement actor arrived, street scenes of a conversation were filmed, showing the characters walking away. Overall filming went smoothly due to preparation, though some scenes like catching a bus were difficult to film continuously.
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The document discusses props and costumes used in a Cinderella story, including Cinderella typically wearing casual clothes like a baseball cap to avoid standing out, and later wearing a beautiful white dress. A key prop is a mask Cinderella uses to hide her identity at a ball in order to create tension. Other characters like the popular girls are described as dressing to impress in slutty, underdressed looks, while Cinderella and other ordinary girls prefer more casual wear. Princess-like, very girly shoes are also mentioned as an important prop in the original film.
Day 2 of filming review
Day 2 of filming saw some changes to the film's concept and locations. Scenes were shot at a family member's home depicting prayer and a headscarf. Filming finished earlier than planned due to low light and memory card issues, though the storyboard was followed closer.
A1 universal design
Sue Lin and Karla Kmetz from the Association of University Centers on Disabilities (AUCD) presented on applying universal design to national service and within the disability community. They discussed what universal design is, its history and principles in architecture, education, and beyond. They provided an example of how the Young Adult Transition Corps incorporates universal design into its program design and service-learning projects. Attendees then participated in an activity to discuss how to collaboratively apply universal design from learning to practice across different stakeholder groups.
Universal design presentation 2.3
The document discusses universal design, which aims to make products and environments usable by people of all abilities to the greatest extent possible without need for adaptation. It defines universal design and outlines its principles, which include accommodating a wide range of user needs and abilities through flexibility and simplicity. The document also discusses universal design for learning, which focuses on ensuring educational materials are accessible and effective for all students regardless of their individual needs and characteristics. It provides guidelines for implementing universal design for learning in education.
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This document summarizes a presentation on Universal Design for Learning (UDL). It discusses key components of UDL including understanding diverse learners and strategies to make curriculum, instruction, assessment, and environments accessible to all. Examples are provided of UDL strategies that can be applied to syllabi, note-taking, presentations, rubrics and the use of technology. The presentation concludes with tips for organizations to build and sustain a UDL approach through initiatives like establishing a UDL core team.
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This presentation introduces Universal Design for Learning (UDL) to middle school teachers. It will explain what UDL is, provide resources for implementing it, and how technology can enhance instruction within the UDL framework. The presentation covers an overview of UDL, reasons for adopting it, and the curriculum components of goals, materials, methods and assessments. It emphasizes UDL's role in ensuring equal access and engagement for all students by providing multiple means of representation, expression and engagement. Technology is seen as central to realizing UDL principles by increasing flexibility and customization of learning experiences.
Universal design for learning
Universal Design for Learning (UDL) aims to make curricula accessible and appropriate for all students by providing multiple means of representation, expression, and engagement. This is achieved through the use of flexible curriculum materials and assistive technologies. UDL breaks down barriers for diverse learners by offering alternatives that address different learning styles, abilities, and disabilities. Assistive technologies play a role in UDL by helping to overcome specific barriers individual students face in order to access and participate in the learning environment. Both UDL and assistive technologies strive to ensure all students, including those with disabilities, have access, can participate, and progress in their education.
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The Center for Applied Special Technology (CAST) has researched and developed Universal Design for Learning (UDL), an educational framework that recognizes learner variability and aims to provide flexible instructional techniques. UDL is based on three principles - providing multiple means of representation, action and expression, and engagement. CAST outlines nine UDL guidelines across these three principles to reduce barriers and support diverse learners, including those with disabilities, English learners, gifted students, and others. UDL uses technology and differentiated instruction to customize learning for each student. An example is the software Kid'sVid, which teaches video production skills through individualized projects and teacher evaluation rubrics.
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The Center for Applied Special Technology (CAST) has researched and developed Universal Design for Learning (UDL), an educational framework that recognizes learner variability and aims to provide flexible techniques and materials to meet diverse needs. UDL is based on three principles - providing multiple means of representation, action and expression, and engagement. CAST outlines nine UDL guidelines across these three principles to support the diverse needs and abilities of all learners, including those with disabilities, English learners, gifted students, and others who are marginalized. UDL uses technology and differentiated instruction to customize learning and promote academic progress for all.
UDL
Universal Design (UD) is an approach that creates environments, products, and technologies that are accessible to people of all abilities. The goal is to accommodate diverse populations. There are 7 principles of UD including equitable use, flexibility, perceptible information, and tolerance for error. Universal Design for Learning (UDL) incorporates UD into classrooms through principles like multiple means of representation, action and expression, and engagement. UDL aims to create inclusive classrooms that eliminate the idea of disabilities by designing for all students.
Universal Design for Learning
Universal Design for Learning (UDL) provides a framework to ensure all students can learn by removing barriers through flexible options for engagement, representation, and expression. It moves away from "teaching to the middle" toward individualized "learning for all" so that students succeed through customized tiers of instruction instead of some failing under a bell curve approach. UDL gives all students equal opportunities to learn through curriculum, instruction, and assessments adapted for each student's variability.
Universal design
Universal design aims to make products and environments usable by all people without needing adaptation. It focuses on equitable use, flexibility, intuitive design, tolerance for error, low physical effort, and size/space for approach. Universal design in education creates learning experiences for a wide spectrum of students, not just the average, by addressing individual needs, encouraging cooperation, and providing multiple ways to learn and demonstrate knowledge. Teachers employing universal design address diverse learning needs, encourage cooperation, and provide flexibility in content delivery and assessment.
Assignment 2.3: Universal Design
Universal Design aims to create accessible products and environments for all people without need for adaptation. In education, Universal Design for Learning aims to improve rigid curricula by providing multiple means of representation, action/expression, and engagement to accommodate diverse learners. Teachers can implement this by using varied teaching methods, like a smart board, printed notes, hands-on activities, and collaboration. The goal is for all students to participate and communicate regardless of abilities.
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20160108 094641 sesion_2_fa_i
Este documento describe dos tipos de anรกlisis financieros: el anรกlisis vertical y el anรกlisis horizontal. El anรกlisis vertical calcula porcentajes tomando como base el activo total o las ventas netas para identificar la importancia relativa de cada cuenta. El anรกlisis horizontal calcula el crecimiento o decrecimiento interanual de cuentas para identificar comportamientos inusuales entre perรญodos. Ambos anรกlisis ayudan a identificar รกreas que requieren mรกs atenciรณn en los estados financieros.
Day 3 of filming review
Day 3 of filming had some challenges. Scenes needed to be re-filmed because the battery died and footage from the memory cards had to be deleted. They also had to re-film some scenes because it started raining heavily, wetting the camera equipment. By the end of the long, cold day, they were happy with the footage captured despite the technical difficulties experienced.
ื ืืคื ืืืืืช ื ืืจืืช ืฆืื
The email is from nurittzin@walla.com. It does not contain any other text or information beyond the email address in the from field. In one sentence, the email is from nurittzin@walla.com.
Characters
The document summarizes the main characters in a Cinderella story:
Cinderella is an unpopular girl who works as a slave for her stepmother. She is in love with the popular footballer Prince Charming. Her only friend is Gordon, who helps her with her social and love life.
Prince Charming is the popular and confident male footballer, breaking stereotypes by also being quiet and smart.
The ugly step sisters and stepmother are mean-spirited characters who only care about popularity, money, and themselves. They bully Cinderella.
Rhonda is a helpful friend to Cinderella who tries to support her against the stepmother.
Day one filming review
The first day of filming was exhausting and faced several issues. The actors arrived an hour late, delaying filming. With only two group members, everything took longer. When they started filming inside at 2pm, they got distracted and didn't follow the storyboard. They then filmed outside scenes in the dark from 4pm, but the footage was poor quality. They ended at 7pm with only the outside shots completed, needing to refilm those scenes. Overall, timing issues, lack of preparation, and distractions hindered their first day of filming.
Why we changed the plan
The filmmakers decided to use split screens to give two characters equal screen time and have their actions follow in parallel. This led them to change most of their storyboard, including removing scenes of the characters meeting at college and interacting with siblings to stay within the time limit. Based on feedback, they added Islamic elements like the call to prayer and nasheed, and chose more rebellious contrasting music to add cultural context and tension.
Fractions in 2nd Grade and Beyond
The document describes a class lesson on fractions where students used pans of chocolate to demonstrate different ways of sharing and representing equivalent fractions. The class worked through examples of sharing 1 pan, 2 pans, 3 pans, and 4 pans of chocolate between two students. They ultimately agreed that 1 1/2 pans is the same as 3/2, and that 2 pans is equal to 8/4 or 4/2.
Day 4 of filming review
We finished filming one main character but had to refilm scenes for another character after the intended actor was unavailable. Scenes filmed at Fatma's house included praying, head scarf, and hugging scenes. After the replacement actor arrived, street scenes of a conversation were filmed, showing the characters walking away. Overall filming went smoothly due to preparation, though some scenes like catching a bus were difficult to film continuously.
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Props
The document discusses props and costumes used in a Cinderella story, including Cinderella typically wearing casual clothes like a baseball cap to avoid standing out, and later wearing a beautiful white dress. A key prop is a mask Cinderella uses to hide her identity at a ball in order to create tension. Other characters like the popular girls are described as dressing to impress in slutty, underdressed looks, while Cinderella and other ordinary girls prefer more casual wear. Princess-like, very girly shoes are also mentioned as an important prop in the original film.
Day 2 of filming review
Day 2 of filming saw some changes to the film's concept and locations. Scenes were shot at a family member's home depicting prayer and a headscarf. Filming finished earlier than planned due to low light and memory card issues, though the storyboard was followed closer.
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A1 universal design
Sue Lin and Karla Kmetz from the Association of University Centers on Disabilities (AUCD) presented on applying universal design to national service and within the disability community. They discussed what universal design is, its history and principles in architecture, education, and beyond. They provided an example of how the Young Adult Transition Corps incorporates universal design into its program design and service-learning projects. Attendees then participated in an activity to discuss how to collaboratively apply universal design from learning to practice across different stakeholder groups.
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Universal Design (UD) is an approach that creates environments, products, and technologies that are accessible to people of all abilities. The goal is to accommodate diverse populations. There are 7 principles of UD including equitable use, flexibility, perceptible information, and tolerance for error. Universal Design for Learning (UDL) incorporates UD into classrooms through principles like multiple means of representation, action and expression, and engagement. UDL aims to create inclusive classrooms that eliminate the idea of disabilities by designing for all students.
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Universal Design aims to create accessible products and environments for all people without need for adaptation. In education, Universal Design for Learning aims to improve rigid curricula by providing multiple means of representation, action/expression, and engagement to accommodate diverse learners. Teachers can implement this by using varied teaching methods, like a smart board, printed notes, hands-on activities, and collaboration. The goal is for all students to participate and communicate regardless of abilities.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
โ What is event processing in MuleSoft?
โ Types of event processing models in Mule 4
โ Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
BBR 2024 Summer Sessions Interview Training
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- 1. Universal Design By Cortlynn Van Benschoten
- 2. What Is Universal Design? ๏ It addresses a diverse population.1 Steps 1 1. 2. ๏ It strives to meet the needs of all consumers.1 3. 4. 5. 6. ๏ It is inclusive.1 ๏ It does not base the design off of an โaverageโ person.1 7. Determine which product will be designed. Identify the needs of a diverse population. Ask consumers for help. Make use of an existing model and apply it. Make accommodations. Allow for flexibility and ongoing training Assess the final product. Using these steps, UD can be applied in the creation of any product or service. 1
- 3. Why Use Universal Design? Universal Design helps many students including: ๏ โฆ ELL students, students with disabilities, gifted students, and struggling students. 2 ๏ It is designed to be flexible. 2 ๏ It is based on research in cognitive science.2 ๏ The current curriculum is created for an โaverageโ student, and many students are labeled as โdisabled.โ3 โฆ UD strives to reduce the amount of students labeled as โdisabled.โ3 Universal Design in the Classroom: ๏ ๏ ๏ ๏ Sometimes, special accommodations still need to be made even when UD is implemented.8 UD minimizes the need for special accommodations. 8 When curriculum is designed using UD, resources will not need to be reformatted if a student with disabilities enrolls in the class. 8 Multiple students can benefit from a single type of assistance. โฆ For example: Captions for audio can help deaf students, but it can also help ELL students.8
- 4. How To Use Universal Design Effectively Present information in various ways.2 ๏ Allow students to show what they have learned in various ways.2 ๏ Keep students engaged. ๏ โฆ Offer options because all students have different interests and preferences.4 Make the information relevant to the students lives.2 ๏ Create expert learners.2 ๏ Administrators should hold teachers accountable and recognize their efforts.3 ๏
- 5. Examples of Universal Design CAST-developed ULTimate Reader: ๏ Assistive technology โฆ Digital version of textbooks โฆ Options for voice over and highlighting โฆ Scaffolded instruction5 Creating and Viewing Websites: ๏ ๏ Display information in a variety of ways to accommodate all people Keep in mind that some individuals may not be able to: โฆ โฆ โฆ โฆ Operate a mouse Hear sound View images Read text 6 Suggestions for Universal Design on the Internet: โฆ High contrast โฆ Sans Serif font โฆ Short paragraphs and headings โฆ Captions for audio5 Web Design & Development I curriculum: ๏ ๏ ๏ ๏ It is a project-based curriculum in which students create their own web pages and evaluate otherโs. Curriculum supports national skill, national education, and web design standards. Websites must reflect UD. UD is built into the curriculum: โฆ โฆ Teachers and students may access the course through a web browser. Lessons are also printer-friendly.7