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If you would like to review the instructions and goals for this session another time

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Notes from Open Spaces

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DISCOVERY LAB Review a Resource or Strategy Handout.docx

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transition resource guide for students with disabilities

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Transition Resource Guide for Students with Disabilities - Transition to Post-Secondary Education

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The Transition Resource Guide (TRG) is a comprehensive guide for students with disabilities to learn what they need to know to be prepared for post-secondary school in Ontario. Students can find information about their rights and responsibilities, accessibility and accommodations at post-secondary, as well as detailed information about each college and university in Ontario.

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UDL On Campus: Postsecondary Institutions with UDL Initiatives

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SAM JOHNSTON: So some of the most innovative users of UDL are really the institutions or the professors who are serving students that are the ones at the margins. They're serving students that are first generation college students. They're serving students that are low income.

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Article on Dreaded Conversation about Mental Health Accomodations

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Advice

Gwenda Kaczor for The Chronicle

T he student, let's call her "Lee," arrived at my office at the appointed time, took the chair I indicated, pulled a form from her backpack, and shot me a look. Not confrontational, but not exactly friendly, either - a demeanor underscored by the old black motorcycle jacket and punk haircut she sported. She was in a large lecture course I was teaching, and had asked to see me in this first week of term. As soon as I glimpsed the form, I knew she was here to tell me which accommodations the accessibility office had deemed her eligible to receive.

Like many faculty members, I dread such moments - not because I don't want my classes to be accessible to every kind of student. I emphatically do. I am a professor of psychology, have taught and written about mental health for 40 years, and am an outspoken ally of many disability-rights activists and groups. Fostering greater openness about people's mental-health needs lies at the core of all my work.

The reason I dread such encounters is that they have become formulaic and often defensive - distant from the actual needs and talents of the student thrusting the form at me.

Lee leaned forward, but averted her gaze. "I get panic attacks," she reported in a flat tone. "You said you don't give make-up exams in this course. What if I get an attack on the day of one of the tests? The letter says I can get extended deadlines when I need them."

The course in question is required of every psychology major, and is at the core of my department's curriculum. There were exams, lab reports, presentations, and papers, in a tightly choreographed sequence that barely fit into the term. Falling behind in one assignment could cause cascading problems and leave a student at risk for failure in advanced work in the department.

Our challenge as faculty members is to respond in ways that support our students' fundamental educational goals, find ways to help them when they need it, and encourage thoughtful coping skills and resilience.

I relaxed into my chair, and looked directly at Lee. "Well, I hope that doesn't happen," I said evenly. "This course has a very fast pace, each assignment builds on the ones prior, and you'd be at a significant disadvantage if you missed a test. You're a psych major, and this is our most important course. I know you want to do well in it. Let's talk about how to make sure that happens."

I set the letter aside and asked: "What do you usually do to calm down before an exam?"

She mumbled a few things, and we talked a bit longer, but little concrete guidance emerged.

The term moved along, and I saw her each week in the back row of the lecture hall, but she never again came to my office. The TA of her lab section said Lee never missed a deadline and was doing well. I didn't give her specific advice, nor did I ignore the reality of her problems. Instead, I conveyed confidence in her capacity to succeed and to come up with strategies to manage her difficulties. I have no idea if she still suffers panic attacks, but she didn't miss any deadlines and got a high grade in my course.

My point in telling this story?

Students certainly have needs, but those often have little to do with what's on their accommodation forms. Our challenge as faculty members is to respond in ways that: (1) support our students' fundamental educational goals, (2) find ways to help them when they need it, and (3) encourage thoughtful coping skills and resilience so that, when it's possible, they can learn to manage on their own.

Lee's situation illustrates one key way that mental-health problems differ from many physical disabilities. Student who are deaf, visually impaired, or in a wheelchair have a specific and permanent need for a particular accommodation - their right to insist that this need be met is one of the major contributions the Americans With Disabilities Act has made to our society.

I completely support the inclusion of psychiatric conditions among those being handled by campus accommodations offices. But overly broad and vague criteria for what constitutes a student's problem serve no one.

Compared with physical disabilities, psychiatric conditions are far more variable - both for different people with the same diagnosis and even for the same person at different times or in different contexts. People aren't equally anxious, depressed, dissociated, subject to panic attacks, or even learning disabled all the time, or necessarily in all the same ways. It depends on what they are being asked to do, how prepared they are to do it, and what state of mind they are currently experiencing.

We as faculty members need to respond appropriately and help students to learn what's a crisis (and what's not), and to understand when it is reasonable to ask for the course structure to be changed or for expectations to be modified (and when it's best to try to cope on one's own).

Those are crucial life lessons of adulthood, and we aren't helping students who already have problems to succeed in their lives after college by treating them in a standardized manner or by overprotecting them. Determining who actually requires assistance, and in what form, and discouraging students from defining themselves by what they can't do can be especially important.

People have the right to behave oddly, whether or not they have a diagnosis or an accommodation form. I once had a student who did not look directly at me or any other member of that 15-person seminar for the entire semester. I've had students who made strange head movements in class because they were hearing voices. It's not our job to make them conform to some stereotypical role - so long as their actions are not disruptive and they are respectful of the educational process.

But if a student's behavior does cause problems for others in a class, we should consider it our responsibility to intervene.

A few years ago, a student in one of my large required courses wrote things on a blackboard during her weekly lab session that alarmed her classmates. The TA who taught the lab emailed me that evening, recounting the details and expressing concern that the student might present a risk to others. Although studying mental health has certainly broadened my boundaries for what constitutes "appropriate behavior," this seemed very worrisome, and for the first time in 35 years of teaching, I called the college switchboard and asked to speak to the dean on call. A "well-being" check was made and the student was found to be studying in her room; she seemed OK in a brief conversation with the hall resident. Because I happen to know the director of the counseling center, I called the next day to make certain she was aware of the situation. No one panicked, but at the same time, the student did not fall through the cracks and help was available if necessary.

People don't just suddenly fall apart out of nowhere, and while current attitudes on campuses make students seem fragile, they can often cope better than they're given credit for. Even those who've experienced serious trauma or been hospitalized for their psychiatric problems can still be surprisingly resilient. For some people, school is a refuge, a conflict-free zone where they can relax and be successful. (I know; I was one of them.)

We want to prepare students for life in the world of adult work. But we also want to encourage them to help make that world more humane and inclusive than it traditionally has been. People have to learn to manage chronic problems and conditions, and to cope with the crises - be they physical or emotional - that can affect any of us at certain moments.

The most important thing I've learned from 40 years of studying mental health is that human resourcefulness and supportive connections with others can enable people to rise to surprising challenges. It's practically impossible to predict in advance who's going to thrive in a given situation and who's not. So I try to create the kind of support structures that will foster success even with otherwise poor odds.

On the first day of class, I always tell my students that assignments turned in late will be graded down or not accepted, unless there is a serious, unexpected circumstance. I explain that "serious" can include coming down with the flu or experiencing the death of a close relative - but, equally, it can also mean staying up all night with a suicidal friend or having an exam the morning after a distressing break-up.

That policy is no more likely to be abused for a psychological problem than for a physical one. Students quickly learn that, just as a headache or a cold are not "serious" circumstances, neither are being anxious about the assignment or having a minor conflict with a roommate. Understanding such distinctions is helpful far beyond the context of any one course, since there are very few markers to guide decisions about mental health in our culture.

A greater percentage of students arrive at college these days with a history of emotional problems, and even more will be diagnosed during the years we spend with them on campus. Of course we must take their individual needs into account and make sensible accommodations when warranted. But it's also our responsibility as faculty members to uphold educational standards, to ensure fairness, and to model resourcefulness for all students, no matter their background or life challenges.

Lee's accommodation letter did serve one key function: It gave her permission to meet with me and to reveal, if she so chose, potentially embarrassing private information that she would not otherwise have told a professor.

And it gave me a chance to model an attitude of nonjudgmental assessment of the circumstances, and to encourage self-reliance, coping skills, and confidence in a student's strengths and talents.

Gail A. Hornstein is a professor of psychology at Mount Holyoke College.

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Advice T he student, let's call her "Lee," arrived at my office at the appointed time, took the chair I indicated, pulled a form from her backpack, and shot me a look. Not confrontational, but not exactly friendly, either - a demeanor underscored by the old black motorcycle jacket and punk haircut she sported.

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CAST: About Universal Design for Learning

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Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

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College instructors’ preparedness to teach studentswith learning disabilities

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College instructors’ preparedness to teach studentswith learning disabilities

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Postsecondary Education and UDL | National Center On Universal Design for Learning

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udlguidelines.cast.org! The current UDL Center site will be taken down onAugust 31, 2018. Please update your links accordingly. A brand new UDL Center will launch after August 31. Follow us on social media to find out more.

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According to the National Center on Universal Design for Learning, UDL "is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs".

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The James G. Martin Center for Academic Renewal

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The Americans with Disabilities Act has proven to be a law with almost unlimited reach. In 2001, for example, the Supreme Court ruled that the professional golf tour had to accommodate a player who had trouble walking a full round, allowing him to ride in a cart while all the other players walked.

It also (and less surprisingly) applies to institutions of higher education, which are required to make "reasonable accommodations" for students who have (or at least say they have) various learning disabilities. Just how that is working out has been very little studied-until now. A new paper written by Melana Zyla Vickers for the Pope Center, " Accommodating College Students with Learning Disabilties: ADD, ADHD and Dyslexia " was released on March 25 and it uncovers a number of issues regarding "accommodation."

Before getting into the issues, it must be said that this is a very touchy subject. The author found it difficult to get professors to speak "on the record" about their views because they didn't want to be labeled as "anti-disabled." Furthermore, when probing about the possibility that some families purchase the medical diagnoses that are the essential first step to getting accommodations for their children, she was told by the director of disability services at UNC-Chapel Hill that people who are concerned about possible abuse of this system "need to get a life."

Sorry, but there are some serious concerns revolving around the matter of accommodations for learning disabilities. Mrs. Vickers has performed a valuable service in raising the issues.

Let's begin with the question of possible abuse. Students who are diagnosed as having Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder, or dyslexia can use that diagnosis to their advantage because it qualifies them for accommodation such as extra time or taking the test in a room with no other students. Under the pressure of tests like the SAT, extra time especially can be beneficial. It has undoubtedly occurred to families that with enough coaxing (and perhaps some cash under the table), doctors might be persuaded to give them that diagnosis whether it's warranted or not.

Jim Kessler, the director of disability services quoted above, admits that it is possible for people to buy a diagnosis if they really want one. A psychologist in California advertises that there is a shortage of professionals in the field of disability testing and specifically mentions the possibility of flying into southern California for his services. It's hard to believe that many people who find this psychologist, whose web address is testaccommodations.com, walk away without getting that important piece of paper saying that Johnny or Suzy is entitled to accommodation.

That more than a minuscule number of wealthy families do this is suggested by the data showing that these learning disability diagnoses are not randomly distributed throughout the population. A very high proportion of students having them are white, male, and from wealthy households. Far fewer students who are female, nonwhite, and from lower-income families are diagnosed as learning disabled and only a tiny percentage of students of Asian ancestry are.

That is not coincidental. Some people are manipulating the system. Pointing that out is not to advocate the abolition of accommodations, but only to suggest that some additional safeguards are in order. It may be unfair for a learning disabled student to take a test under the same time constraints as other students and conditions, but it's just as unfair for a student from a wealthy family to get an advantage over everyone else just because his parents knew how to buy him an accommodation.

An even more fundamental question the paper raises (although indirectly) is whether it is necessarily beneficial for a student to receive accommodations. Of course, it's possible that a minor adjustment by a professor might remove a minor and irrelevant obstacle to success, but it's also possible that an accommodation might be leading a student astray.

As an example, consider a young person who has a reading disability. Despite that disability, he wants to become a doctor. With accommodations, he gets through his undergraduate studies and enrolls in medical school. He also receives test accommodations in medical school because the officials don't want the trouble that could arise if they said no to his request for extra time because he reads slowly. After graduating from medical school, he wants to get his medical license and requests accommodation on the medical board exam.

What if the medical licensing board says "no"?

That is not a hypothetical case. Those are the facts of Jenkins v. National Board of Medical Examiners. The National Board (NBME) denied Mr. Jenkins' request for additional time on the exam and Jenkins sued. A federal district court in Kentucky upheld the medical examiners board, but the Sixth Circuit Court of Appeals decided that the case had to be remanded to the district court because recent amendments to the Americans with Disabilities Act had changed the standards for determining when accommodations must be made.

The district court has yet to make its new ruling, but that's beside the point. Might it not have been better if at some point before entering medical school, Jenkins had been dissuaded from devoting a lot of time and money in pursuit of a profession where it is possible that he would confront a situation requiring him to read and process information quickly? Such situations are very rare, but not inconceivable. If the NBME is allowed to stick to its standards and Jenkins is unable to do well enough on the exam to pass it, then he'll be in a very bad situation indeed.

Accommodating students with true disabilities seems compassionate, but sometimes compassion keeps people from learning tough lessons.

Another issue is how schools should handle learning disability/accommodation cases.

At most schools, when a student applies for accommodations-extra time for tests, alternative forms of tests (such as oral administration), a student note taker, conversion of course materials into more accessible forms (such as audio recordings), or substituting required courses-a committee reviews the application, but then a single disabilities administrator makes the decision. Those people are overwhelmingly disposed toward granting the request (which then goes on to the professor). At UNC-CH, only one request was turned down in 2008, for example.

A few schools have a different procedure, with the decision made by a committee. One school that takes that approach is the University of North Alabama, where only about half of the requests for accommodations are approved. The committee there (including faculty members) evaluates the strength of the student's evidence that there is a wide discrepancy between his expected level of performance with and without accommodation.

Perhaps the wide disparity in accommodations between UNA and UNC is just a reflection of different cultures at the respective schools, but I'm inclined to think that having a faculty member in on the decisions adds a useful counter-balance to the decisions.

At the luncheon event where the paper was officially released, UNC's Jim Kessler praised the paper for opening up the issue for discussion and said that he would share it with his colleagues. Good-this is a subject that should be discussed.

You can watch this event on the Pope Center's YouTube channel.
Editor's note: Dr. Stephen Mouton, the psychologist who mentions in his advertising that patients can fly in for diagnoses, wrote to us: "The majority of those who fly in already have been diagnosed with LD or ADHD, but their reports are written to clinical standards rather than the standards required by the Americans with Disabilities Act for accommodations. Very few professionals deal with these ADA requirements, so there are many denials for accommodations on tests such as the LSAT, MCAT, GMAT, GRE and SAT."

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Helping Hand or Unfair Advantage? - The James G. Martin Center for Academic Renewal

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The Americans with Disabilities Act has proven to be a law with almost unlimited reach. In 2001, for example, the Supreme Court ruled that the professional golf tour had to accommodate a player who had trouble walking a full round, allowing him to ride in a cart while all the other players walked.

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DO-IT | Disabilities, Opportunities, Internetworking, and Technology

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Learning Opportunities Task Force Report

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Learning Opportunities Task Force Report

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Inclusive Post secondary Strategies for Teaching Students with Learning Disabilities: A Review of the Literature

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Inclusive Post secondary Strategies for Teaching Students with Learning Disabilities: A Review of the Literature

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Universal Design for Learning Guidelines

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Effective Teaching Strategies and Student Engagement: Students with Learning Disabilities

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A Qualitative Examination of Community College Instructors' Strategies for Engaging Students with Physical Disabilities.pdf

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http://www.educationalconnections.ca/articles/101%20Diagnosing%20Eligibility%20for%20College%20Accommodations2.pdf

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Black 2014 Universal Design in Higher Education.pdf

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UDL Guidelines: The Latest in Brain Science, Research and Practice

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UDL Guidelines: The Latest in Brain Science, Research and Practice

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Read Universal Design for Learning: Theory and Practice for Free in Clusive! - CAST

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Our flagship publication is now available at no cost on our flexible and customizable digital reading tool.

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Copyright © Understood for All, Inc.

Understood is a tax-exempt 501(c)(3) charitable organization (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice.

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Explore topics about ADHD, dyslexia, and learning disabilities. Learn about focus, hyperactivity, executive function skills, and trouble with reading, writing, and math.

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"I don't think I'd have been in such a hurry to reach adulthood if I'd known the whole thing was going to be ad-libbed."

Calvin and Hobbes creator Bill Watterson is right about one thing: the future is unpredictable -- and most of the time, we have no idea what we're doing. Making things up as you go along as you go along is basically how we all function in the so-called real world. This realization can hit recent college graduates hard as they find themselves floating outside of their college campus bubbles for the first time in years. While the first year out of college may be one of the most exciting of your life, it can also come with its fair share of anxiety and uncertainty.

Last year the American Psychological Association's Stress in America survey revealed that Millennials are the country's most-stressed generation. According to data from the Economic Policy Institute, the class of 2014 faces an unemployment rate of 8.5 percent, up three percent from 2007. And a 2013 report from the Center for Labor Market Studies at Northeastern University found that even if students do find employment, 36.7 percent of of them will be working jobs that do not require the four-year degree they just earned.

Whether you're about to move across the county, start your first job, backpack throughout Europe or panic about not knowing your next steps from the comfort of your parents' couch, this next year could be one of the most challenging transition years of your life. But you can take a more mindful approach to the unknown, and prep your mind and body to handle whatever life throws your way.
Here are 13 ways to maintain your health (and sanity) during this year of big change. Adjust some of those college habits -- starting with your partying.

As much as you may have enjoyed "Thirsty Thursdays" as your weekly bonding ritual with friends, it might be time to give those party shoes a rest (at least during the week). Your body will prove less resistant to impending hangovers, and it's not going to be fun to deal with a full day of work when you have a nasty headache and are running on four hours of sleep.

There's nothing wrong with enjoying a midweek happy hour -- just remember that moderation will help you have fun without going overboard and affecting your career or your health. Who knows, you might come to find that you actually prefer a quiet Friday night in sometimes after a long, stressful week.
Remember: bedtime is not the time for Netflix binging.

"Lights out!" shouldn't exclude your glowing television or computer screen. There are a number of reasons to keep your screens outside the bedroom. Your designated sleep hours will begin far later in the evening than you planned, making getting up in the morning more miserable than it needs to be. What's more, the electric lighting can disrupt your natural sleep cycle, decreasing the overall quality of your sleep. If you must tune in, relocate to the living room couch and keep your bed a screen-free zone.
Create a routine that works for you.
You don't have to plan every part of your day down to the minute, but creating a loose structure for your week will make you feel organized and maybe even more at peace. You'll find that when you map it out -- work, chores, exercise, down time -- you suddenly have time for everything you need to do and even some things you want to do. And when you're out of college and in the working world, scheduling in down time is more important and necessary than ever before.

"Even those of us who absolutely hate routine still have some routine in our lives because it's human nature," says life coach Tammy Plunkett. "The human brain is actually wired for routine."
Take walks often.

Taking a walk around the block is a simple, no-cost, proven solution to many problems our stressed-out minds face, from burnout and fatigue to writer's block. A simple stroll can help increase cognitive performance, and walking in nature specifically is linked to lower depression rates.

A five-minute walk is also a simple way to give yourself a little mental reboot in almost any situation.

"By walking we move through the world not just physically, but also spiritually," Arianna Huffington wrote in a HuffPost blog on the virtues of a good, long walk. "Often by 'taking a walk' we mean that we're not walking to get anywhere in particular. But even when we are walking toward a destination, when we're walking to connect two places, the in-between -- the space, the interval -- can be more important."
Read for fun.

Just because the days of required reading are behind you doesn't mean picking up a book can't be enjoyable. It's easy to spend almost all your free time on a screen, and end up going for months without cracking open a good novel. Not to mention that reading helps you relax, sleep better and keep your brain sharp.

"Book clubs aren't just for old ladies," HuffPost Women Senior Editor Emma Gray wrote in a blog post about turning 25. "Once you've been out of the academic world for a few years, you might actually start to miss all of those lectures, discussions of 'structure' and arguments over prose. Book clubs are sort of academic, but they also allow you to read really awesome novels and drink a whole bunch of wine while talking about an author's possible misogyny. It's really a win-win."
De-clutter your home to calm your mind.
If you're feeling stressed out and your apartment looks like a tornado just blew through its single, tiny window, try de-cluttering your apartment to de-clutter your brain. Even if you think a little clutter doesn't affect you, neuroscientists from Princeton University have found otherwise. A 2011 study determined that being surrounded by excess "stuff" negatively impacts your brain's ability to focus and process information. So take a few minutes each day to tidy up; it'll prevent the mess from getting out of control and you'll feel far less stressed when returning . Plus, you're officially an adult -- it's about time your apartment shows it.
Invest in your relationships.

Relationships are two-way streets, and they only get more difficult to maintain as you get older. As tough as it can be to maintain long-distance communication, you must do your fair share of reaching out to keep those people as involved in your life as they once were.

"Keep in touch with your friends from home, call your friends from college (even if you're so busy it's absurd), and call your quirky family members to catch up," wrote CollegeCandy blogger Sarah Fudin on the Huffington Post. "Everyone wants to see you succeed and is always willing to open up their lives to help you live yours."
Discover the soothing power of meditation.

Meditation does far more for your mind than reduce stress. Taking a moment to sit in stillness and simply be in the moment is one of the best ways to get to know yourself from the inside out. In her latest book, Thrive: The Third Metric to Redefining Success and Creating a Life of Well-Being, Wisdom and Wonder, Arianna Huffington suggests taking just five minutes to meditate each day. Giving yourself this pause helps you think more clearly, improve overall well-being and become more mindful in your everyday life.
Unplug often.
Sometimes you have to disconnect to reconnect. Taking time each day to step away from your smartphone, computer and television screen will do wonders for your physical, mental and emotional health. By letting go of constant social media engagement and dropping out of those group chats, you'll remember what it's like to have a face-to-face conversation, taste your food rather than photograph it, and appreciate the beauty of nature as you walk around looking upward. If the idea of leaving all of your devices behind seems like too much of a challenge, just think of all the fun things you can do that don't require Internet access.
Find a means of exercise you enjoy, and enjoy it often.

We all know that to remain healthy, we have to keep moving. However, it's just as important to choose a form of exercise that you enjoy -- otherwise, you'll fall off the fitness bandwagon before you even get your footing. Explore your options, from a bootcamp class to mountain biking to yoga, to hone in on an activity that you genuinely enjoy beyond it's calorie-burning abilities. By focusing on a fond exercise memory, you will actually be more motivated to come back for more and make it a part of your weekly routine.
Learn how to cook.

Ramen doesn't count anymore! Just because there isn't a dining hall or doting mother to prepare your meals for you every day doesn't mean you should order take-out every time your stomach growls. Learning a few basic recipes will make post-grad budgeting far easier, help you eat healthier without too much effort, and might even be fun once you get started. Take that weekly trip to the supermarket, keep the pantry shelves reasonably stocked, and start with basic, foolproof recipes to build your confidence.
Learn to just breathe when you're feeling stressed.
Sometimes simply stopping to breathe is easier said than done, but there will be plenty of moments throughout the next year that will make you happy you learned how to do it now. When you feel the stress creeping in and your body physically tensing, pause. Sit still, close your eyes, and breathe in slowly through your nose. Try to release that breath at the same pace, and repeat -- a few times, for a few minutes, however long it takes for you to find your center. Counting your breath alongside the beats of music can be a helpful trick, too.
Accept that you have a lot left to learn - and look forward to it!
You aren't going to have the rest of your life figured out in this next year -- just a couple of the next steps. So spend your days experiencing life, learning as much as you can, and staying excited for what your future holds. With your health and sanity intact, you have a solid foundation that will last a lifetime.

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13 Ways To Master The Transition From College To The Real World

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"I don't think I'd have been in such a hurry to reach adulthood if I'd known the whole thing was going to be ad-libbed." Calvin and Hobbes creator Bill Watterson is right about one thing: the future is unpredictable -- and most of the time, we have no idea what we're doing.

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Universal Design for Learningis a set of principles for curriculum development that give all individuals equal opportunities to learn.UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

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Universal Design for Learningis a set of principles for curriculum development that give all individuals equal opportunities to learn.UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

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UDL Worksheet for Educators with Notes Column

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Universal Design for Learning: Building on Accessibility “The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge.” --Introduction to the UDL Guidelines (CAST, 2012)

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Universal Design for Learning: Building on Accessibility “The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge.” --Introduction to the UDL Guidelines (CAST, 2012)

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Universal Design for Learning in Postsecondary Education

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1) @cast_udl
2) @udl_oncampus
3) @udl_centre