https://padlet.com/dayinnae/55qj5ei9bfpk Principals of UDL en-us 2017-03-11 06:24:37 UTC 2025-12-24 00:52:13 UTC hello@padlet.com dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417184

• Multiple means of representation-give learners various ways of acquiring information and knowledge
• Multiple means of expression-provide learners alternatives for demonstrating what they know
• Multiple means of engagement-tap into learners' interests, offer appropriate challenges, and increase motivation

]]> 2017-03-11 06:29:00 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417184 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417223 2017-03-11 06:31:12 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417223 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417302 2017-03-11 06:34:05 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417302 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417457 Learners differ in the ways that they perceive and comprehend information presented to them.  For example, those with disabilities (ex: blindness or dyslexia) language or cultural differences, and so forth may all require different ways of understanding concepts. Others may be more visual or auditory learners versus gaining knowledge through printed text alone. ]]> 2017-03-11 06:41:56 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417457 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417557 2017-03-11 06:48:29 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417557 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417598 Every child is different and unique so there isn't a one way street to learning, multiple roads must be created to reach the same destination (goal) ]]> 2017-03-11 06:51:06 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417598 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417706 To reduce barriers to learning, ensure that key information is equally perceptible to all learners by: 1) providing the same information through different modes (ex: through vision, hearing, or touch); 2) providing information in a format that is adjustable for all learners (ex: text that can be enlarged, sounds that can be amplified). Such multiple representations not only benefit learners with disabilities but are accessible and beneficial to all learners. ]]> 2017-03-11 06:58:27 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417706 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417846 Linguistic and non-linguistic. Vocabulary that may clarify concepts for one learner may cause confusion to another learner. For example An equals sign (=) might help some learners understand that the two sides of the equation need to be balanced, but might cause confusion to a student who does not understand what it means. A graph that illustrates the relationship between two variables may be informative to one learner and inaccessible or puzzling to another. A picture or image that carries meaning for some learners may carry very different meanings for learners from differing cultural or familial backgrounds. As a result, inequalities arise when information is presented to all learners through a single form of representation.  ]]> 2017-03-11 07:08:02 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417846 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417998 2017-03-11 07:15:13 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159417998 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159418053 The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge. Constructing useable knowledge, that is accessible for future decision-making, depends upon active “information processing skills” Individuals differ greatly in their skills in information processing and in their access to prior knowledge through which they can assimilate new information. Proper design and presentation of information can provide the building blocks necessary to ensure that all learners have access to knowledge.]]> 2017-03-11 07:16:43 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159418053 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159418230 http://www.erlc.ca/resources/resources/udl/representation.php]]> 2017-03-11 07:23:08 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159418230 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159418376 https://udlhcpss.wordpress.com/udl-guidelines/udl-principle-i-representation/]]> 2017-03-11 07:28:06 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159418376 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159418439 – This is a speech-to-text application that enables students who have problems putting their ideas down via pen and pencil or keyboard, to nevertheless develop their writing abilities. Students speak into the microphone of the computer and this software then translates the spoken word into printed text. This app is great for students who have strong oral language abilities but problems with written expression.

]]> 2017-03-11 07:31:45 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159418439 dayinnae https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159418536 – lets teachers design visual schedules, storyboards, communication boards, routines, flash cards, choice boards, speech cards, and other materials for kids who have learning and communication difficulties. It is customizable to specific classroom needs.  Helps students prepare for transitions, anticipate routines, reinforce turn-taking, express their needs, and address other classroom management, behavior, and communication issues.

]]> 2017-03-11 07:34:55 UTC https://padlet.com/dayinnae/55qj5ei9bfpk/wish/159418536