UDL Guidelines: Table of Contents
To read and offer your comments on each section of the UDL Guidelines, simply click on the individual headers in the Table of Contents below.
Introduction
What are expert learners?
What is meant by the term curriculum?
What does it mean to say curricula are “disabled”?
How does UDL address and redress curricular disabilities?
What evidence supports the practices of Universal Design for Learning?
How are the Guidelines organized and how should they be used?
Universal Design for Learning Guidelines
PRINCIPLE I. Provide Multiple Means of Representation
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Guideline 1: Provide options for perception
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Guideline 2: Provide options for language and symbols
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Guideline 3: Provide options for comprehension
PRINCIPLE II. Provide Multiple Means of Expression
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Guideline 4: Provide options for physical action
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Guideline 5: Provide options for expressive skills and fluency
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Guideline 6: Provide options for executive functions
I have been reading the UDL Guidelines version 1.0 and believe they will be benficial for all stakeholders.
This is a great resource that I will pass on to teachers in the province of BC currently involved in the UDL project. They already know the mantra multiple means of representation, expression, and engagement, and we’re now going to explore each area in greater detail. This is the perfect resource to sum up the various options. Thank you very much!