Provide access
|
Perception—same information different ways; format allows for users to adjust
|
Physical Action—same goals, different motor, strategic and organizational options
|
Recruiting Interest—same goal, different ways to engage student interest
|
Provide guided practice and support
|
Language, mathematical expressions and symbols—provide alternative representations for clarity and comprehensibility
|
Expression and communication—provide learners with different ways to express what they know
|
Sustaining effort and persistence—help learners develop sustained attention and effort
|
Provide independent practice
|
Comprehension—help learners develop ways to transform information into useable knowledge
|
Executive Function—help learners develop deliberate strategies for learning
|
Self-regulation—help learners develop intrinsic abilities to self regulate
|
|
Resourceful, knowledgeable learners
|
Strategic goal-directed learners
|
Purposeful, motivated learners
|
|
CAST (2011). Universal Design for
Learning Guidelines version 2.0. Wakefield, MA: Author.
| | |
| Note: examples
for ELLs as cited from Echevarria, J. J., Vogt, M., Short, D. J.
(2012). Making Content Comprehensible for English Learners: The SIOP
Model, 4th Edition. Boston: Pearson. |
| |