This link has been bookmarked by 10 people . It was first bookmarked on 17 Feb 2008, by Beth Poss.
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- Universal Design for Learning supports teachers’ efforts to meet the challenge of diversity by providing flexible instructional materials, techniques, and strategies that help teachers differentiate instruction to meet these varied needs. It does this by providing options for:
- Presenting information and content in different ways (the "what" of learning)
- Differentiating the ways that students can express what they know (the "how" of learning)
- Stimulating interest and motivation for learning (the "why" of learning)
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Neither law adequately addresses the greatest impediment to their implementation: the curriculum itself. In most classrooms, the curriculum is disabled. It is disabled because its main components—the goals, materials, methods, and assessments—are too rigid and inflexible to meet the needs of diverse learners, especially those with disabilities.
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- Universal Design for Learning supports:
- Greater accountability by guiding the development of assessments that provide accurate, timely, and frequent means to measure progress and inform instruction for all students.
- Greater flexibility and choice for teachers, parents, and students by guiding the development of curricula that provide high expectations for every student and meaningful choices to meet and sustain those high expectations.
- Greater use of evidence-based practices by guiding the design of high-quality curriculum that include research-based techniques for all students, including those with disabilities.
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Of course, increasing physical access is an essential first step. But it is only the beginning. Genuine learning requires much more than physical access—it requires cognitive (or intellectual) access, too.
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Universal Design for Learning recommends ways to provide cognitive as well as physical access to the curriculum. Students are provided with scaffolds and supports to deeply understand and engage with standards-based material. They not only have access to content and facts, but they learn to ask questions, find information, and use that information effectively. They learn how to learn.
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17 Feb 08
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- Presenting information and content in different ways (the "what" of learning)
- Differentiating the ways that students can express what they know (the "how" of learning)
- Stimulating interest and motivation for learning (the "why" of learning)
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14 Feb 07
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