2. THE PRINCIPLES OF UD
• EQUITABLE USE
• FLEXIBILITY IN USE
• SIMPLE AND INTUITIVE
• PERCEPTIBLE INFORMATION
• TOLERANCE FOR ERROR
• LOW PHYSICAL EFFORT
• SIZE AND SPACE FOR APPROACH AND USE
- NORTH CAROLINA STATE UNIVERSITY
3. MEETING THE NEEDS OF ALL STUDENTS
• EVERY STUDENTS HAVE DIFFERENT NEEDS, ABILITIES AND PREFERENCES.
NEITHER THEIR STRENGTHS NOR THEIR BARRIERS TO LEARNING ARE ALWAYS
OBVIOUS. THEY TEND TO BE THE STUDENTS WHO NEED DIFFERENT KINDS OF
SUPPORTS AND SCAFFOLDS TO LEARN.
For example:
Some high school provides ESL class for
student who from foreign country.
4.
5. • “THE UDL FRAMEWORK HAS BEEN IMPLEMENTED IN SCHOOLS AND DISTRICTS
ACROSS THE COUNTRY. ALL STATES NOW HAVE UDL INITIATIVES AND MORE THAN
150 SCHOOL DISTRICTS REPORT USING FEDERAL FUNDING FOR UDL ACTIVITIES. AT
THE FEDERAL LEVEL, UDL WAS INCORPORATED INTO THE HIGHER EDUCATION
OPPORTUNITY ACT AND NATIONAL EDUCATION TECHNOLOGY PLAN, LEGISLATION
TO REAUTHORIZE THE ELEMENTARY AND SECONDARY EDUCATION ACT, AND
LANGUAGE AROUND THE STANDARDS, RACE TO THE TOP (RTTT), AND AMERICAN
RECOVERY AND REINVESTMENT ACT (ARRA). A NEW TWO-PART STUDY
CONDUCTED WITH THE SUPPORT OF THE EMILY HALL TREMAINE FOUNDATION,
UNIVERSAL DESIGN FOR LEARNING (UDL): INITIATIVES ON THE MOVE
REPRESENTED THE FIRST COMPREHENSIVE EXAMINATION OF UDL
IMPLEMENTATION AT THE STATE AND LOCAL SCHOOL DISTRICT LEVELS。”By Michal Millar
