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There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers.

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There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers.

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Those with sensory disabilities, language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts

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Those with sensory disabilities, language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts

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Individuals with significant movement impairments those who struggle with strategic and organizational abilities, those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ.

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Individuals with significant movement impairments those who struggle with strategic and organizational abilities, those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ.

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn

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Learners differ in the ways that they perceive and comprehend information that is presented to them.

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Learners differ in the ways that they can navigate a learning environment and express what they know.

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Checkpoint 7.2 - Optimize relevance, value and authenticity. 

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Checkpoint 7.2 - Optimize relevance, value and authenticity. 

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Individuals engage in activities relevant to their interest and goals. They provide activities that allow active participation and exploration. Activities are culturally relevant, age appropriate, gender relevant.

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Checkpoint 2.1 - Clarify vocabulary and symbols

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Checkpoint 2.1 - Clarify vocabulary and symbols

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Certain words and symbols are differentially accessible to learners varying different backgrounds, languages, or cultures. Embed support for vocabulary and symbols within the text. Highlight complex terms, expressions composed of complex symbols. Provide graphic symbols with text descriptions.

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Checkpoint 5.1 - Use multiple media for communication

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Checkpoint 5.1 - Use multiple media for communication

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It is important to provide a variety of media sources for expression unless specific media or materials is critical to the goal. All learners should learn composition not just writing. Solve problems using a variety of strategies. Use social media and interactive web tools.

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https://www.youtube.com/watch?v=sdxsut50pGs

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Using the UDL Guidelines to guide teaching practice

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https://www.youtube.com/watch?v=GydVk9t5hzo

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Teacher Allison Posey: Creating multiple representations "on the fly."

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UDL: Physical Action (cast.org)

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A textbook or workbook in a print format provides limited means of navigation or physical interaction (e.g., turning pages, handwriting in spaces provided). Many interactive pieces of educational software similarly provide only limited means of navigation or interaction (e.g., using a joystick or keyboard). Navigation and interaction in those limited ways will raise barriers for some learners-those with physical disabilities, blindness, dysgraphia, or who need various kinds of executive functioning supports. It is important to provide materials with which all learners can interact. Properly designed curricular materials provide a seamless interface with common assistive technologies through which individuals with movement impairments can navigate and express what they know-to allow navigation or interaction with a single switch, through voice activated switches, expanded keyboards and others.

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A textbook or workbook in a print format provides limited means of navigation or physical interaction (e.g., turning pages, handwriting in spaces provided). Many interactive pieces of educational software similarly provide only limited means of navigation or interaction (e.g., using a joystick or keyboard).