Options that scaffold coping skills and strategies Options that develop self-assessment and reflection © 2009 by CAST. All rights reserved. CAST (2008). Wakefield, MA: Universal design for learning guidelines version 1.0. Author. Table 23.1 Universal Design for Learning Guidelines More specifically, citing Lance & Wehmeyer (2001), Wehmeyer et al. (2002) identified six criteria of UDL: materials can be used by students who speak various languages; Equitable use: they address a variety of levels in cognitive taxonomies and provide alternatives that appear equivalent and, thus, do not stigmatise students. materials provide multiple means of representation, presentation Flexible use: and student expression. materials are easy to use and avoid unnecessary Simple and intuitive use: complexity; directions are clear and concise; and examples are provided. materials communicate needed information to Perceptible information: students independent of ambient conditions or sensory abilities; students’ essential information is highlighted; and redundancy is included. students have ample time to respond, are provided with Tolerance for error: feedback, can undo previous responses, can monitor progress, and are provided with adequate practice time. materials present information in chunks that Low physical and cognitive effort: can be completed in a reasonable time frame. Elsewhere, the present writer pointed out that as rehabilitation services expand, particularly in the area of assistive technology, there will be an increasing need for some degree of international standardisation (Mitchell, 1999). 23.3 Summary Universal Design (UD) had its origins in architecture and engineering, and has been increasingly emphasised in education, where it is usually referred to as Universal Design for Learning (UDL).
Options that scaffold coping skills and strategies Options that develop self-assessment and reflection © 2009 by CAST. All rights reserved. CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author. Table 23.1 Universal Design for Learning Guidelines More specifically, citing Lance & Wehmeyer (2001), Wehmeyer et al. (2002) identified six criteria of UDL: Equitable use: materials can be used by students who speak various languages; they address a variety of levels in cognitive taxonomies and provide alternatives that appear equivalent and, thus, do not stigmatise students. Flexible use: materials provide multiple means of representation, presentation and student expression. Simple and intuitive use: materials are easy to use and avoid unnecessary complexity; directions are clear and concise; and examples are provided. Perceptible information: materials communicate needed information to students independent of ambient conditions or students’ sensory abilities; essential information is highlighted; and redundancy is included. Tolerance for error: students have ample time to respond, are provided with feedback, can undo previous responses, can monitor progress, and are provided with adequate practice time. Low physical and cognitive effort: materials present information in chunks that can be completed in a reasonable time frame. Elsewhere, the present writer pointed out that as rehabilitation services expand, particularly in the area of assistive technology, there will be an increasing need for some degree of international standardisation (Mitchell, 1999). 23.3 Summary Universal Design (UD) had its origins in architecture and engineering, and has been increasingly emphasised in education, where it is usually referred to as Universal Design for Learning (UDL).
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