# data[].attributes.body
https://www.pinterest.com/pin/237213105351905261/

# data[].attributes.body
https://www.pinterest.com/pin/237213105351880960/

# data[].attributes.body
http://www.washington.edu/doit/sites/default/files/atoms/files/Universal-Design-Education-Principles-Applications.pdf

# data[].attributes.body
UDL principles

The UDL framework values diversity through proactive design of an inclusive curriculum, thereby eliminating or reducing barriers to academic success. Initially proposed as a means for including students with disabilities in the general-education classroom, it is now better understood as a general-education initiative that improves outcomes for all learners.

>UDL addresses the three learning networks within a broadly defined concept of curriculum that includes goals, materials, methods, and assessment (Hitchcock et al., 2005). According to the following three UDL principles, each area of the curriculum should provide multiple, varied, and flexible options for representation, expression, and engagement:

Principle 1: Provide multiple means of representation (recognition network).

Principle 2: Provide multiple means of action and expression (strategic network).

Principle 3: Provide multiple means of engagement (affective network).

The four interrelated components of the UDL curriculum require further explanation.

Goals are typically described as learning expectations. They represent the knowledge, concepts, and skills students need to master and are usually aligned to state standards. Recent national discussions about Common Core Standards have heightened the critical importance of linking goals in Individualized Education Programs (IEPs) with state standards and classroom expectations.

Methods are generally defined as the instructional strategies used by educators to support student learning. Methods should be evidence-based and supported by an analysis of learner variability. UDL methods are flexible and adjusted through consistent monitoring of student progress.

Materials are the media used to present content and demonstrate learning. UDL materials offer multiple media options and include embedded supports.

Assessment within the UDL framework refers to the process of gathering information about a learner's progress using a variety of methods and materials. UDL assessments are particularly concerned with accurately measuring learner knowledge, skills, and engagement by maintaining construct relevance and reducing or eliminating irrelevant or distracting elements that interfere with the assessment's validity.

The purpose of UDL implementation is to create expert learners — learners who can assess their own learning needs, monitor their own progress, and regulate and sustain their interest, effort, and persistence during a learning task. Many students learn within traditional classrooms with a traditional curriculum. However, most need supports and/or scaffolds to become expert learners.

# data[].attributes.body
Applications of Universal Design
www.uw.edu/doit/resources/popular-resource-collections/applications-universal-design

# data[].attributes.headline
UD PrinciplesAt the Center for Universal Design (CUD) at North Carolina State University, a group of architects, product designers, engineers, and environmental design researchers established seven principles of UD to provide guidance in the design of products and environments (Connell, et al., 1997). The CUD's principles of UD are listed below. They are followed by an example of application in instruction.    Equitable use. The design is useful and marketable to people with diverse abilities. Example: A professor's website is designed so that it is accessible to everyone, including students who are blind and using text-to-speech software.    Flexibility in use. The design accommodates a wide range of individual preferences and abilities. Example: A museum, visited as a field trip for a course, allows each student to choose to read or listen to a description of the contents of display cases.    Simple and intuitive use. Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Example: Control buttons on science equipment are labeled with text and symbols that are simple and intuitive to understand.    Perceptible information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. Example: A video presentation projected in a course includes captions.    Tolerance for error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. Example: Educational software provides guidance and background information when the student makes an inappropriate response.    Low physical effort. The design can be used efficiently, comfortably, and with a minimum of fatigue. Example: Doors to a lecture hall open automatically for people with a wide variety of physical characteristics.    Size and space for approach and use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility. Example: A flexible science lab work area has adequate workspace for students who are left- or right-handed and for those who need to work from a standing or seated position.

# data[].attributes.subject
UD PrinciplesAt the Center for Universal Design (CUD) at North Carolina State University, a group of architects, product designers, engineers, and environmental design researchers established seven principles of UD to provide guidance in the design of products and environments (Connell, et al., 1997). The CUD's principles of UD are listed below. They are followed by an example of application in instruction.    Equitable use. The design is useful and marketable to people with diverse abilities. Example: A professor's website is designed so that it is accessible to everyone, including students who are blind and using text-to-speech software.    Flexibility in use. The design accommodates a wide range of individual preferences and abilities. Example: A museum, visited as a field trip for a course, allows each student to choose to read or listen to a description of the contents of display cases.    Simple and intuitive use. Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Example: Control buttons on science equipment are labeled with text and symbols that are simple and intuitive to understand.    Perceptible information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. Example: A video presentation projected in a course includes captions.    Tolerance for error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. Example: Educational software provides guidance and background information when the student makes an inappropriate response.    Low physical effort. The design can be used efficiently, comfortably, and with a minimum of fatigue. Example: Doors to a lecture hall open automatically for people with a wide variety of physical characteristics.    Size and space for approach and use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility. Example: A flexible science lab work area has adequate workspace for students who are left- or right-handed and for those who need to work from a standing or seated position.

# data[].attributes.body
finding help to meet my needs

# data[].attributes.attachment_link.entities[].name
Jackie Robinson School Arts and Culture EDU

# data[].attributes.body
everyone expresses themselves in different ways.