Universal Design for Web, Physical World and Learning

Question 1

What HTML element should be used to create a properly-structured outline of a page, organized content and improve navigation for screen readers?

Answer 1

Headings

Question 2

True or false: Headings are a way to help speed up navigation and make the structure of a page easier to understand?

Answer 2

True

Question 3

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?

Answer 3

True

Question 4

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?

Answer 4

True

Question 5

True or false: Every form element needs a label that is associated explicitly with the form element in the markup?

Answer 5

True

Question 6

How can you make dynamic JavaScript accessible?

Answer 6

Mark up the name, role, state, and properties with ARIA, and by controlling keyboard focus

Question 7

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?

Answer 7

True

Question 8

How do you make a PDF document accessible?

Answer 8

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

Question 9

What 2 tools can be used to create tagged PDFs?

Answer 9

Microsoft Word / Adobe InDesign + Acrobat Pro

Question 10

What would make podcasts accessible to a person who is deaf?

Answer 10

Transcript

Question 11

What makes a video accessible to a person who is blind?

Answer 11

Audio descriptions describing what happens on-screen

Question 12

What are the 7 principles of universal design?

Answer 12

Equitable use
Flexibility in use
Simple and intuitive use
Perceptible information
Tolerance for error
Low physical effort
Size and space for approach and use

Question 13

Which principle of universal design wants the design of a product or environment to be useful and marketable to everyone regardless of their abilities?

Answer 13

Equitable use

Question 14

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?

Answer 14

Flexibility in use

Question 15

Which principle of universal design wants the purpose of a product or environment’s features to be easy to understand?

Answer 15

Simple and intuitive use

Question 16

Which principle of universal design thinks a person’s sensory abilities should not hinder them from receiving information?

Answer 16

Perceptible information

Question 17

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?

Answer 17

Tolerance for error

Question 18

Which principle of universal design thinks people should be able to use a product or environment comfortably without feeling fatigued during or after use?

Answer 18

Low physical effort

Question 19

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?

Answer 19

Size and space for approach and use

Question 20

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?

Answer 20

Equitable use

Question 21

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?

Answer 21

Perceptible information

Question 22

Sidewalks that are smooth and free of bumps and cracks are an example of which principle of universal design?

Answer 22

Low physical effort

Question 23

Sidewalks that are wide enough to allow use of assistive technologies are an example of which principle of universal design?

Answer 23

Size and space for approach and use

Question 24

Ramps or building entrances that don’t require ramps or steps are an example of which principle of universal design?

Answer 24

Equitable use

Question 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?

Answer 25

Equitable use

Question 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?

Answer 26

Perceptible information

Question 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?

Answer 27

Perceptible information

Question 28

Doors that have lever handles or electronic doors that open automatically are an example of which principle of universal design?

Answer 28

Low physical effort

Question 29

Bathroom labels that are both visual and tactile are an example of which principle of universal design?

Answer 29

Perceptible information

Question 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?

Answer 30

Low physical effort

Question 31

Bathrooms that provide sufficient space for maneuverability of the body and assistive technology are an example of which principle of universal design?

Answer 31

Size and space for approach and use

Question 32

Drinking fountains that are placed at varying heights to accommodate different users is an example of which principle of universal design?

Answer 32

Flexibility in use

Question 33

Drinking fountains that have auto-detecting features are an example of which principle of universal design?

Answer 33

Low physical effort

Question 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?

Answer 34

Size and space for approach and use

Question 35

Audio and visual arrival announcements, and mobile device alerts for public transportation are an example of which principle of universal design?

Answer 35

Perceptible information

Question 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?

Answer 36

Perceptible information

Question 37

Taxis that have wheelchair access and credit card or cash payment options are an example of which principle of universal design?

Answer 37

Flexibility in use

Question 38

Touchscreens for people who are blind to access information about the taxi and fare are an example of which principle of universal design?

Answer 38

Perceptible information

Question 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?

Answer 39

Tolerance for Error

Question 40

Emergency exit routes that are accessible and usable for all people are an example of which principle of universal design?

Answer 40

Equitable use

Question 41

Smoke detectors and other alarm systems that have flashing lights and audio sounds are an example of which principle of universal design?

Answer 41

Perceptible information

Question 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?

Answer 42

Flexibility in use

Question 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?

Answer 43

Equitable use

Question 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?

Answer 44

Tolerance for error

Question 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?

Answer 45

Flexibility in use

Question 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?

Answer 46

Simple and intuitive use

Question 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?

Answer 47

Perceptible information

Question 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?

Answer 48

Simple and intuitive use

Question 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?

Answer 49

Perceptible information

Question 50

Microwaves that have tactile interfaces, such as dials, touchscreen interfaces or larger buttons are an example of which principle of universal design?

Answer 50

Flexibility in use

Question 51

Microwaves that provide visual and audio feedback and have tactile markers are an example of which principle of universal design?

Answer 51

Perceptible information

Question 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?

Answer 52

Flexibility in use

Question 53

Remote controls with fewer buttons that make using the television and program menus easier are an example of which principle of universal design?

Answer 53

Simple and intuitive use

Question 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?

Answer 54

Perceptible information

Question 55

Movie theaters that provide integrated and adaptive seating are an example of which principle of universal design?

Answer 55

Equitable use

Question 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?

Answer 56

Perceptible information

Question 57

Movie theaters that have wide aisles and seating for those who use assistive technologies are an example of which principle of universal design?

Answer 57

Size and space for approach and use

Question 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?

Answer 58

Flexibility in use

Question 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?

Answer 59

Perceptible information

Question 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?

Answer 60

Flexibility in use

Question 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?

Answer 61

Perceptible information

Question 62

Presenting information about a product or design in different formats adheres to which principle?

Answer 62

Perceptible information

Question 63

Flat, wide entryways for buildings combined with doors that open automatically using sensors are an example of which Universal Design principle?

Answer 63

Principle 1: Equitable use

Question 64

A doorbell that uses sound and flashing lights when activated is an example of which Universal Design principle?

Answer 64

Principle 4: Perceptible information

Question 65

Self check-in/check-out kiosks that are placed at different heights are an example of which Universal Design principle?

Answer 65

Principle 2: Flexibility in use

Question 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?

Answer 66

Principle 6: Low physical effort

Question 67

An iron that shuts off automatically after 5 minutes of non-use is an example of which Universal Design principle?

Answer 67

Principle 5: Tolerance for error

Question 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?

Answer 68

Principle 3: Simple and intuitive use

Question 69

Door handles on a refrigerator that extend the entire length of the refrigerator’s doors are an example of which Universal Design principle?

Answer 69

Principle 1: Equitable use

Question 70

A floor plan that incorporates ample room space and wide hallways is an example of which Universal Design principle?

Answer 70

Principle 7: Size and space for approach and use

Question 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?

Answer 71

Principle 2: Flexibility in use

Question 72

What is Universal Design for Learning?

Answer 72

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.

Question 73

What are the 3 principles for Universal Design for Learning?

Answer 73

Multiple means of Representation
Multiple means of Action and Expressions
Multiple means of Engagement

Question 74

What are the 3 primary brain networks that play a role in gathering information and being engaged in education?

Answer 74

Recognition networks
Strategic networks
Affective networks

Question 75

Which brain networks enable us to collect knowledge?

Answer 75

Recognition networks

Question 76

Which brain networks are involved when applying knowledge we’ve acquired?

Answer 76

Strategic networks

Question 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?

Answer 77

Affective networks

Question 78

Which brain networks engage us in the learning process, and make us attentive and motivated to learn more?

Answer 78

Affective networks

Question 79

Which principle of Universal Design for Learning focuses on ensuring variety in instructional delivery?

Answer 79

Multiple means of representation

Question 80

What are the 3 guidelines for multiple means of representation?

Answer 80

Provide options for perception
Provide options for language, mathematical expressions and symbols
Provide options for comprehension

Question 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?

Answer 81

Provide options for perception

Question 82

What are the 3 checkpoints for providing options for perception?

Answer 82

Allow information to be customized
Make auditory information accessible
Make visual information accessible

Question 83

Teachers presenting information in print and well as digital formats is an example of which checkpoint under Universal Design for Learning?

Answer 83

Multiple means of representation → provide options for perception → allow information to be customized

Question 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?

Answer 84

Multiple means of representation → Provide options for perception → allow information to be customized

Question 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?

Answer 85

Multiple means of representation → Provide options for perception → make auditory information accessible

Question 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?

Answer 86

Multiple means of representation → provide options for perceptions → make visual information accessible

Question 87

Which guideline of multiple means of representation involves instructors providing supplemental materials that increase accessibility and enhance comprehension?

Answer 87

Provide options for language, mathematical expressions, and symbols

Question 88

What are the 5 checkpoints for providing options for language, mathematical expressions, and symbols?

Answer 88

Explain vocabulary and symbols
Highlight syntax and structure
Help decipher mathematical notation, text, and symbols
Support other languages  
Utilized multiple media formats

Question 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?

Answer 89

Multiple means of representation → provide options for language, mathematical expressions, and symbols → explain vocabulary and symbols

Question 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?

Answer 90

Multiple means of representation → provide options for language, mathematical expressions, and symbols → highlight syntax and structure

Question 91

Using symbols frequently is an example of which checkpoint under Universal Design for Learning?

Answer 91

Multiple means of representation → provide options for language, mathematical expressions, and symbols → help decipher mathematical notation, text, and symbols

Question 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?

Answer 92

Multiple means of representation → provide options for language, mathematical expressions, and symbols → support other languages

Question 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?

Answer 93

Multiple means of representation → provide options for language, mathematical expressions, and symbols → utilize multiple media formats

Question 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?

Answer 94

Provide options for comprehension

Question 95

What are the 4 checkpoints of providing options for comprehension?

Answer 95

Provide background knowledge
Focus on patterns, critical features, big ideas and relationships
Support information processing, visualization and manipulation
Support transfer and generalization

Question 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?

Answer 96

Multiple means of representation → provide options for comprehension → provide background knowledge

Question 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?

Answer 97

Multiple means of representation → provide options for comprehension → Focus on patterns, critical features, big ideas and relationships

Question 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?

Answer 98

Multiple means of representation → provide options for comprehension → support information processing, visualization and manipulation

Question 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?

Answer 99

Multiple means of representation → provide options for comprehension → support transfer and generalization

Question 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?

Answer 100

Multiple means of action and expression

Question 101

What are the 3 guidelines for multiple means of action and expression?

Answer 101

Provide options for physical action
Provide options for expression and communication
Provide options for executive functions

Question 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?

Answer 102

Provide options for physical action

Question 103

What are the 2 checkpoints for providing options for physical action?

Answer 103

Provide options for response and navigation

Support tools and assistive technologies

Question 104

Providing multiple alternatives that maximize learners’ physical interaction in the classroom is an example of which checkpoint under Universal Design for Learning?

Answer 104

Multiple means of action and expression → provide options for physical action → provide options for response and navigation

Question 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?

Answer 105

Multiple means of action and expression → provide options for physical action → support tools and assistive technologies

Question 106

Which guideline for multiple means of action and expression says instructors should provide different vehicles for expression and communication?

Answer 106

Provide options for expression and communication

Question 107

What are the 3 checkpoints of providing options for expression and communication?

Answer 107

Utilize various media for communication
Provide options for construction and composition
Support fluency through practice and performance

Question 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?

Answer 108

Multiple means of action and expression → provide options for expression and communication → utilize various media for communication

Question 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?

Answer 109

Multiple means of action and expression → provide options for expression and communication → provide options for construction and composition

Question 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?

Answer 110

Multiple means of action and expression → provide options for expression and communication → support fluency through practice and performance

Question 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?

Answer 111

Provide options for executive functions

Question 112

What are the 4 checkpoints for providing options for executive functions?

Answer 112

Encourage student goal setting
Support planning and strategy development
Support information and resources management
Allow for progress monitoring

Question 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?

Answer 113

Multiple means of action and expression → provide options for executive functions → encourage student goal setting

Question 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?

Answer 114

Multiple means of action and expression → provide options for executive functions → support planning and strategy development

Question 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?

Answer 115

Multiple means of action and expression → provide options for executive functions → support information and resources management

Question 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?

Answer 116

Multiple means of action and expression → provide options for executive functions → allow for progress monitoring

Question 117

Which principle of Universal Design for Learning recognizes the need for providing multiple ways to get learners involved in their education?

Answer 117

Multiple means of engagement

Question 118

What are the 3 guidelines for multiple means of engagement?

Answer 118

Provide options for recruiting interest
Provide options for sustaining effort and persistence
Provide options for self-regulation

Question 119

Which guideline for multiple means of engagement focuses on highlighting differences in learners by including multiple ways for recruiting and promoting their interests?

Answer 119

Provide options for recruiting interest

Question 120

What are the 3 checkpoints for providing options for recruiting interest?

Answer 120

Promote individual choice and autonomy
Emphasize relevance, value, and authenticity
Reduce threats and distractions

Question 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?

Answer 121

Multiple means of engagement → provide options for recruiting interest → promote individual choice and autonomy

Question 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?

Answer 122

Multiple means of engagement → provide options for recruiting interest → emphasize relevance, value, and authenticity

Question 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?

Answer 123

Multiple means of engagement → provide options for recruiting interest → reduce threats and distractions

Question 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?

Answer 124

Provide options for sustaining effort and persistence

Question 125

What are the 4 checkpoints for providing options for sustaining effort and persistence?

Answer 125

Reiterate goals and objectives
Vary learning challenges
Promote collaboration and communication
Give mastery-oriented feedback often

Question 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?

Answer 126

Multiple means of engagement → provide options for sustaining effort and persistence → Reiterate goals and objectives

Question 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?

Answer 127

Multiple means of engagement → provide options for sustaining effort and persistence → Vary learning challenges

Question 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?

Answer 128

Multiple means of engagement → provide options for sustaining effort and persistence → Promote collaboration and communication

Question 129

Giving detailed, relevant feedback that learners can use to improve performance is an example of which checkpoint under Universal Design for Learning?

Answer 129

Multiple means of engagement → provide options for sustaining effort and persistence → Give mastery-oriented feedback often

Question 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?

Answer 130

Provide options for self-regulation

Question 131

What are the 3 checkpoints for providing options for self-regulation?

Answer 131

Use belief to increase motivation
Help strengthen coping skills and strategies
Nurture self-assessment and reflection

Question 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?

Answer 132

Multiple means of engagement → provide options for self-regulation → use belief to increase motivation

Question 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?

Answer 133

Multiple means of engagement → provide options for self-regulation → help strengthen coping skills and strategies

Question 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?

Answer 134

Multiple means of engagement → provide options for self-regulation → nurture self-assessment and reflection