Structuring and Managing the Learning Environment Inclusion Flashcards
Universal Design for Learning:
UDL
Universal Design in Architecture:
Principle: Equitable use Flexibility of use Simple and Intuitive Perceptible Information Tolerance for error Low physical discomfort Size and space for approach and use
Size and space for approach and use:
Appropriate size and space is provided for approach, reach, manipulation, and use, regardless of user’s body size, posture, or mobility.
Low physical discomfort:
The design can be used efficiently and comfortably and with a minimum of fatigue.
Tolerance for error:
The design minimizes hazards and the adverse consequences of accidental or unintended actions.
Perceptible Information:
The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.
Flexibility of use:
The design accommodates a wide range of individual preferences and abilities.
Equitable use:
The design is useful and marketable to people with diverse abilities.
Three Principles of UDL:
Representation
Action and Expression
Engagement
Representation (Principle1):
Presenting information and course content in multiple formats so that all students can access it
Action and Expression (Principle 2):
Allowing students alternatives to express or demonstrate their learning
Engagement (Principle 3):
Stimulating students’ interests and motivation for learning in a variety of ways.
Scaffolding Instruction:
Instructional technique in which teachers offer support for students learning new skills by systematically building on their experiences and knowledge until they can apply the new skills independently.
National Instructional Materials Accessibility Standard:
NIMAS
NIMAS:
Mandated by IDEA 2004 to address the barriers presented by printed text. This standard defines the type of file that publishers must create so that others may develop specialized formats (such as braille or audio books) for students with print disabilities.
