Universal Design for Web, Physical World and Learning Flashcards
1
Q
What HTML element should be used to create a properly-structured outline of a page, organized content and improve navigation for screen readers?
A
Headings
2
Q
True or false: Headings are a way to help speed up navigation and make the structure of a page easier to understand?
A
True
3
Q
True or false: All users need to be able to tab to and access simple and complex components whether or not they’re using a mouse?
A
True
4
Q
True or false: If header cells or data cells aren’t explicitly associated with each other, screen readers will just read the content of the data cells without giving any context?
A
True
5
Q
True or false: Every form element needs a label that is associated explicitly with the form element in the markup?
A
True
6
Q
How can you make dynamic JavaScript accessible?
A
Mark up the name, role, state, and properties with ARIA, and by controlling keyboard focus
7
Q
True or false: ARIA makes it possible to make interactive JavaScript accessible to people who can’t see, and allows web pages to talk to screen readers?
A
True
8
Q
How do you make a PDF document accessible?
A
Must be in “tagged PDF” format, and be edited for reading order, tab order, and other semantic and structural markup
Provide an accessible alternative to the PDF
9
Q
What 2 tools can be used to create tagged PDFs?
A
Microsoft Word / Adobe InDesign + Acrobat Pro
10
Q
What would make podcasts accessible to a person who is deaf?
A
Transcript
11
Q
What makes a video accessible to a person who is blind?
A
Audio descriptions describing what happens on-screen
12
Q
What are the 7 principles of universal design?
A
Equitable use Flexibility in use Simple and intuitive use Perceptible information Tolerance for error Low physical effort Size and space for approach and use
13
Q
Which principle of universal design wants the design of a product or environment to be useful and marketable to everyone regardless of their abilities?
A
Equitable use
14
Q
Which principle of universal design wants the design of a product or environment to provide people with a variety of options for use of its features?
A
Flexibility in use
15
Q
Which principle of universal design wants the purpose of a product or environment’s features to be easy to understand?
A
Simple and intuitive use
16
Q
Which principle of universal design thinks a person’s sensory abilities should not hinder them from receiving information?
A
Perceptible information
17
Q
Which principle of universal design thinks the design of a product or environment should reduce the chances of accidents, and anticipate unintentional actions that may occur?
A
Tolerance for error
18
Q
Which principle of universal design thinks people should be able to use a product or environment comfortably without feeling fatigued during or after use?
A
Low physical effort
19
Q
Which principle of universal design thinks there should be sufficient space provided to allow anyone to use the design features regardless of physical build or abilities?
A
Size and space for approach and use
20
Q
Sidewalks that are wheelchair accessible and have curb cuts that orient people who are blind, assist people with motor disabilities and people with carts or strollers are an example of which principle of universal design?
A
Equitable use
21
Q
Detectable warnings built into curb cuts that warn people who are blind that they are approaching a street are an example of which principle of universal design?
A
Perceptible information
22
Q
Sidewalks that are smooth and free of bumps and cracks are an example of which principle of universal design?
A
Low physical effort
23
Q
Sidewalks that are wide enough to allow use of assistive technologies are an example of which principle of universal design?
A
Size and space for approach and use
24
Q
Ramps or building entrances that don’t require ramps or steps are an example of which principle of universal design?
A
Equitable use
25
Elevators providing access to multiple levels in buildings that can be used by a wide variety of people are an example of which principle of universal design?
Equitable use
26
Tactile or braille buttons on elevators with visual and audio feedback that announces each floor level are an example of which principle of universal design?
Perceptible information
27
Doorbells with light and audio cues, or doorbells that can send vibration signals to a device are an example of which principle of universal design?
Perceptible information
28
Doors that have lever handles or electronic doors that open automatically are an example of which principle of universal design?
Low physical effort
29
Bathroom labels that are both visual and tactile are an example of which principle of universal design?
Perceptible information
30
Bathrooms that serve the needs of diverse individuals by providing hands-free faucets, automatic flushing and handles for support are an example of which principle of universal design?
Low physical effort
31
Bathrooms that provide sufficient space for maneuverability of the body and assistive technology are an example of which principle of universal design?
Size and space for approach and use
32
Drinking fountains that are placed at varying heights to accommodate different users is an example of which principle of universal design?
Flexibility in use
33
Drinking fountains that have auto-detecting features are an example of which principle of universal design?
Low physical effort
34
Turnstiles and gates that are large enough and wide enough for wheelchairs and various people to use are an example of which principle of universal design?
Size and space for approach and use
35
Audio and visual arrival announcements, and mobile device alerts for public transportation are an example of which principle of universal design?
Perceptible information
36
Transportation systems that provide tactile and enlarged route maps that are simple and easy to understand are an example of which principle of universal design?
Perceptible information
37
Taxis that have wheelchair access and credit card or cash payment options are an example of which principle of universal design?
Flexibility in use
38
Touchscreens for people who are blind to access information about the taxi and fare are an example of which principle of universal design?
Perceptible information
39
Touchscreens that have larger clickable areas and fonts help prevent people who are visually impaired or have motor disabilities from making mistakes are an example of which principle of universal design?
Tolerance for Error
40
Emergency exit routes that are accessible and usable for all people are an example of which principle of universal design?
Equitable use
41
Smoke detectors and other alarm systems that have flashing lights and audio sounds are an example of which principle of universal design?
Perceptible information
42
Grocery stores with shelves placed at a lower height to accommodate diverse needs of shoppers are an example of which principle of universal design?
Flexibility in use
43
Grocery stores with shelves, product markers, product information, and prices that can be exposed to portable devices are an example of which principle of universal design?
Equitable use
44
Large clickable areas and fonts that help prevent mistakes from users who are visually impaired or have motor disabilities are an example of which principle of universal design?
Tolerance for error
45
Kiosks that have both audio and visual interfaces, and that are placed at various heights are an example of which principle of universal design?
Flexibility in use
46
Standardized signs that have depictions that are visually intuitive and communicate important information in a simple manner are an example of which principle of universal design?
Simple and intuitive use
47
Visual signs that also present the same information in audio and Braille formats, or signs that are enlarged with high contrasting colors are an example of which principle of universal design?
Perceptible information
48
Printed materials that use language that can be understood by a wide range of users, and provide text based materials that are supplemented with visuals are an example of which principle of universal design?
Simple and intuitive use
49
Content on printed materials that is clear and distinguishable, and have alternative options such as Braille, large print and electronic formats are examples of which principle of universal design?
Perceptible information
50
Microwaves that have tactile interfaces, such as dials, touchscreen interfaces or larger buttons are an example of which principle of universal design?
Flexibility in use
51
Microwaves that provide visual and audio feedback and have tactile markers are an example of which principle of universal design?
Perceptible information
52
Televisions that have distinguishable tactile controls and larger buttons, and allow the use of personal or assistive devices, or voice control, to operate hardware are an example of which principle of universal design?
Flexibility in use
53
Remote controls with fewer buttons that make using the television and program menus easier are an example of which principle of universal design?
Simple and intuitive use
54
Televisions that have clearer, larger visuals and audio output for on-screen menu options, and allow users to enable captions and audio descriptions are an example of which principle of universal design?
Perceptible information
55
Movie theaters that provide integrated and adaptive seating are an example of which principle of universal design?
Equitable use
56
Movie theaters that provide assistive devices that allow viewers to amplify audio, listen to audio description, or view captions for movies are an example of which principle of universal design?
Perceptible information
57
Movie theaters that have wide aisles and seating for those who use assistive technologies are an example of which principle of universal design?
Size and space for approach and use
58
ATMs that have tactile interfaces, such as dials, touchscreen interfaces and larger buttons, and that are placed at varying heights for diverse users to access are an example of which principle of universal design?
Flexibility in use
59
ATMs that provide visual, tactile and audio information to users, have higher contrast settings, and allow users to utilize their personal devices to interact with them are an example of which principle of universal design?
Perceptible information
60
Mobile devices that provide a range of options for users to operate the devices such as a screen reader with modified gestures, zoom, tabbing, and changing high contrast settings are an example of which principle of universal design?
Flexibility in use
61
Mobile devices that enable users to perceive information based on their needs, such as providing and modifying audio output and captions are an example of which principle of universal design?
Perceptible information
62
Presenting information about a product or design in different formats adheres to which principle?
Perceptible information
63
Flat, wide entryways for buildings combined with doors that open automatically using sensors are an example of which Universal Design principle?
Principle 1: Equitable use
64
A doorbell that uses sound and flashing lights when activated is an example of which Universal Design principle?
Principle 4: Perceptible information
65
Self check-in/check-out kiosks that are placed at different heights are an example of which Universal Design principle?
Principle 2: Flexibility in use
66
Kitchen utensils that are easy to hold and easy to use in spite of the user’s strength and manual dexterity are an example of which Universal Design principle?
Principle 6: Low physical effort
67
An iron that shuts off automatically after 5 minutes of non-use is an example of which Universal Design principle?
Principle 5: Tolerance for error
68
Large visual icons that are used to label and communicate the controls on a machine’s control panel are an example of which Universal Design principle?
Principle 3: Simple and intuitive use
69
Door handles on a refrigerator that extend the entire length of the refrigerator's doors are an example of which Universal Design principle?
Principle 1: Equitable use
70
A floor plan that incorporates ample room space and wide hallways is an example of which Universal Design principle?
Principle 7: Size and space for approach and use
71
An adjustable work desk that allows users to work either in a seated or standing position is an example of which Universal Design principle?
Principle 2: Flexibility in use
72
What is Universal Design for Learning?
An approach to designing curricula that eliminates barriers in the learning environment in order to improve educational experiences for all learners; aspects designed to be modified based on various learner needs.
73
What are the 3 principles for Universal Design for Learning?
Multiple means of Representation
Multiple means of Action and Expressions
Multiple means of Engagement
74
What are the 3 primary brain networks that play a role in gathering information and being engaged in education?
Recognition networks
Strategic networks
Affective networks
75
Which brain networks enable us to collect knowledge?
Recognition networks
76
Which brain networks are involved when applying knowledge we’ve acquired?
Strategic networks
77
Which brain networks enable us to assign significant or personal meaning to newly acquired knowledge and discover what stimulates us during the learning process?
Affective networks
78
Which brain networks engage us in the learning process, and make us attentive and motivated to learn more?
Affective networks
79
Which principle of Universal Design for Learning focuses on ensuring variety in instructional delivery?
Multiple means of representation
80
What are the 3 guidelines for multiple means of representation?
Provide options for perception
Provide options for language, mathematical expressions and symbols
Provide options for comprehension
81
Which guideline of multiple means of representation involves presenting the same kind of information in different formats, particularly in formats students can customize based on their specific needs?
Provide options for perception
82
What are the 3 checkpoints for providing options for perception?
Allow information to be customized
Make auditory information accessible
Make visual information accessible
83
Teachers presenting information in print and well as digital formats is an example of which checkpoint under Universal Design for Learning?
Multiple means of representation → provide options for perception → allow information to be customized
84
Allowing learners the ability to adjust text and image sizes, change fonts and color contrast, and the sound and speed levels of audio and video resources is an example of which checkpoint under Universal Design for Learning?
Multiple means of representation → Provide options for perception → allow information to be customized
85
Providing captions and transcripts for video and audio, incorporating speech-to-text technology, and supplying visual interpretations of music or sounds are examples of which checkpoint under Universal Design for Learning?
Multiple means of representation → Provide options for perception → make auditory information accessible
86
Providing print and electronic descriptions of images and graphics and using physical, tactile models for students to touch to grasp information are examples of which checkpoint under Universal Design for Learning?
Multiple means of representation → provide options for perceptions → make visual information accessible
87
Which guideline of multiple means of representation involves instructors providing supplemental materials that increase accessibility and enhance comprehension?
Provide options for language, mathematical expressions, and symbols
88
What are the 5 checkpoints for providing options for language, mathematical expressions, and symbols?
```
Explain vocabulary and symbols
Highlight syntax and structure
Help decipher mathematical notation, text, and symbols
Support other languages
Utilized multiple media formats
```
89
Providing descriptions along with graphics and symbols, and supplying additional resources like definitions and translations for unfamiliar terms are examples of which checkpoint under Universal Design for Learning?
Multiple means of representation → provide options for language, mathematical expressions, and symbols → explain vocabulary and symbols
90
Ensuring that relationships between structures are highlighted and emphasized, helping students connect syntax and structure they’ve already learned to new knowledge they obtain are examples of which checkpoint under Universal Design for Learning?
Multiple means of representation → provide options for language, mathematical expressions, and symbols → highlight syntax and structure
91
Using symbols frequently is an example of which checkpoint under Universal Design for Learning?
Multiple means of representation → provide options for language, mathematical expressions, and symbols → help decipher mathematical notation, text, and symbols
92
Supplying definitions and key information in the primary classroom language as well as a student’s native language, using translation tools, and complementing text-based materials with visuals are examples of which checkpoint under Universal Design for Learning?
Multiple means of representation → provide options for language, mathematical expressions, and symbols → support other languages
93
Text-based materials that are supplemented with visual illustrations like diagrams, models, charts and videos are examples of which checkpoint under Universal Design for Learning?
Multiple means of representation → provide options for language, mathematical expressions, and symbols → utilize multiple media formats
94
Which guideline of multiple means of representation focuses on enabling students to link new information to what they have previously learned and incorporating active learning strategies to increase their capacity to process information?
Provide options for comprehension
95
What are the 4 checkpoints of providing options for comprehension?
Provide background knowledge
Focus on patterns, critical features, big ideas and relationships
Support information processing, visualization and manipulation
Support transfer and generalization
96
Making sure background knowledge is supplied and activated, and teaching prerequisites and using aids like concept maps to assist students in joining new information to prior knowledge are examples of which checkpoint under Universal Design for Learning?
Multiple means of representation → provide options for comprehension → provide background knowledge
97
Highlighting major concepts and elements in instructional materials to help students determine primary information from secondary information, and using outlines, examples, and cues to help learners identify essential information are examples of which checkpoint under Universal Design for Learning?
Multiple means of representation → provide options for comprehension → Focus on patterns, critical features, big ideas and relationships
98
Using scaffolds in learning materials, sequentially guiding students through step-by-step procedures, and delivering instructional content in smaller, digestible parts are examples of which checkpoint under Universal Design for Learning?
Multiple means of representation → provide options for comprehension → support information processing, visualization and manipulation
99
Using various teaching methods, encouraging students to use mnemonic devices, and providing different ways to gather information like concept maps and outlines for taking notes are examples of which checkpoint under Universal Design for Learning?
Multiple means of representation → provide options for comprehension → support transfer and generalization
100
Which principle of Universal Design for Learning focuses on giving learners multiple options to show what they know, providing constructive feedback and offering support?
Multiple means of action and expression
101
What are the 3 guidelines for multiple means of action and expression?
Provide options for physical action
Provide options for expression and communication
Provide options for executive functions
102
Which guideline for multiple means of action and expression says instructional materials should extend beyond printed materials to include both educational technologies and assistive technologies?
Provide options for physical action
103
What are the 2 checkpoints for providing options for physical action?
Provide options for response and navigation
| Support tools and assistive technologies
104
Providing multiple alternatives that maximize learners’ physical interaction in the classroom is an example of which checkpoint under Universal Design for Learning?
Multiple means of action and expression → provide options for physical action → provide options for response and navigation
105
Instruction designed in a manner that is compatible with different tools and assistive technologies is an example of which checkpoint under Universal Design for Learning?
Multiple means of action and expression → provide options for physical action → support tools and assistive technologies
106
Which guideline for multiple means of action and expression says instructors should provide different vehicles for expression and communication?
Provide options for expression and communication
107
What are the 3 checkpoints of providing options for expression and communication?
Utilize various media for communication
Provide options for construction and composition
Support fluency through practice and performance
108
Incorporating a mix of media for students when designing and developing learning activities is an example of which checkpoint under Universal Design for Learning?
Multiple means of action and expression → provide options for expression and communication → utilize various media for communication
109
Incorporating contemporary tools, using software that allows students to create math equations, graphic drawings, and storyboards, or text-to-speech software and grammar checkers are examples of which checkpoint under Universal Design for Learning?
Multiple means of action and expression → provide options for expression and communication → provide options for construction and composition
110
Showing different ways or approaches to completing a skill or task and giving valuable feedback so students know how well they perform and where they can improve are examples of which checkpoint under Universal Design for Learning?
Multiple means of action and expression → provide options for expression and communication → support fluency through practice and performance
111
Which guideline for multiple means of action and expression focusing on supporting learners and allowing them to exhibit higher skill levels, rather than low-level skills?
Provide options for executive functions
112
What are the 4 checkpoints for providing options for executive functions?
Encourage student goal setting
Support planning and strategy development
Support information and resources management
Allow for progress monitoring
113
Guiding learners in developing personal goals, and providing benchmark activities, checklists and guides that demonstrate goal-setting are examples of which checkpoint under Universal Design for Learning?
Multiple means of action and expression → provide options for executive functions → encourage student goal setting
114
Instructional design that includes methods to prompt students to approach their work in a strategic manner, requiring learners to show their work and explain how they arrived at their conclusions are examples of which checkpoint under Universal Design for Learning?
Multiple means of action and expression → provide options for executive functions → support planning and strategy development
115
Providing students with guides, templates, and organizers to assist them with managing information is an example of which checkpoint under Universal Design for Learning?
Multiple means of action and expression → provide options for executive functions → support information and resources management
116
Using rubrics, allowing students to submit multiple drafts, and utilizing self-assessments and reflections to observe their own progress in the classroom are examples of which checkpoint under Universal Design for Learning?
Multiple means of action and expression → provide options for executive functions → allow for progress monitoring
117
Which principle of Universal Design for Learning recognizes the need for providing multiple ways to get learners involved in their education?
Multiple means of engagement
118
What are the 3 guidelines for multiple means of engagement?
Provide options for recruiting interest
Provide options for sustaining effort and persistence
Provide options for self-regulation
119
Which guideline for multiple means of engagement focuses on highlighting differences in learners by including multiple ways for recruiting and promoting their interests?
Provide options for recruiting interest
120
What are the 3 checkpoints for providing options for recruiting interest?
Promote individual choice and autonomy
Emphasize relevance, value, and authenticity
Reduce threats and distractions
121
Allowing students to choose how they will be assessed, what tools and resources to use, and rewards they can attain in the classroom are examples of which checkpoint under Universal Design for Learning?
Multiple means of engagement → provide options for recruiting interest → promote individual choice and autonomy
122
Emphasizing relevance and helping learners connect to topics, incorporating variety in activities, helping students make personal connections to information and inviting them to participate and reflect on their learning are examples of which checkpoint under Universal Design for Learning?
Multiple means of engagement → provide options for recruiting interest → emphasize relevance, value, and authenticity
123
Preparing students for activities with a daily calendar, varying activities that may stimulate certain senses and allowing students to take breaks or timeouts if necessary are examples of which checkpoint under Universal Design for Learning?
Multiple means of engagement → provide options for recruiting interest → reduce threats and distractions
124
Which guideline for multiple means of engagement focuses on teachers aiming to develop and improve attention and concentration skills in their students and bringing various options to the classroom to stimulate motivation and self-regulation?
Provide options for sustaining effort and persistence
125
What are the 4 checkpoints for providing options for sustaining effort and persistence?
Reiterate goals and objectives
Vary learning challenges
Promote collaboration and communication
Give mastery-oriented feedback often
126
Reminding students of goals and objectives, reiterating goals in different ways, facilitating a discussion, and encouraging students to connect goals and objectives to their personal interests are examples of which checkpoint under Universal Design for Learning?
Multiple means of engagement → provide options for sustaining effort and persistence → Reiterate goals and objectives
127
Providing varied levels of difficulty for tasks, and supplying the resources needed to complete activities are examples of which checkpoint under Universal Design for Learning?
Multiple means of engagement → provide options for sustaining effort and persistence → Vary learning challenges
128
Peer assessments, group activities, peer tutors and programs that bring learners together with common interests are examples of which checkpoint under Universal Design for Learning?
Multiple means of engagement → provide options for sustaining effort and persistence → Promote collaboration and communication
129
Giving detailed, relevant feedback that learners can use to improve performance is an example of which checkpoint under Universal Design for Learning?
Multiple means of engagement → provide options for sustaining effort and persistence → Give mastery-oriented feedback often
130
Which guideline for multiple means of engagement focuses on teachers providing assorted options that support learners in effectively managing their reactions to the learning process?
Provide options for self-regulation
131
What are the 3 checkpoints for providing options for self-regulation?
Use belief to increase motivation
Help strengthen coping skills and strategies
Nurture self-assessment and reflection
132
Teachers incorporating multiple options that help students manage goal-setting, achieve goals, and stay motivated , and utilizing self-reflection activities is an example of which checkpoint under Universal Design for Learning?
Multiple means of engagement → provide options for self-regulation → use belief to increase motivation
133
Teachers including a variety of strategies to help students cope with stressful situations, and providing feedback for how to handle frustrations and learning phobias is an example of which checkpoint under Universal Design for Learning?
Multiple means of engagement → provide options for self-regulation → help strengthen coping skills and strategies
134
Teachers including a variety of self-assessments and activities that allow students to assess their own work and see how far they’ve come is an example of which checkpoint under Universal Design for Learning?
Multiple means of engagement → provide options for self-regulation → nurture self-assessment and reflection
