and UDL, http://ada.osu.edu/resources/fastfacts/Universal-Design-FF.pdf, immediately
explains that UDL does not remove any of the typical challenges of collegiate learning.
Rather, UDL is good teaching because it removes barriers to access to learning. To me, it
is interesting that this site clearly explains that UDL allows all students to be self-sufficient
learners by making use of available UDL options and that it the teacher's responsibility to
adhere to UDL in addition to sharing knowledge and facilitating the learning process.
OSU includes the following instructions regarding the implementation of UDL:
◆ Put course content on-line
◆ Use peer mentoring, group discussions, and cooperative learning situations rather than
strictly lecture
◆ Using guided notes enables students to listen for essential concepts without copying notes
off of overhead
◆ Update course materials based on current events and student demands
◆ Provide comprehensive syllabus with clearly identified course requirements,
accommodation statement, and due dates
◆ Fluctuate instructional methods, provide illustrations, handouts, auditory and visual aids
◆ Clarify any feedback or instructions, ask for questions, and use multiple examples
◆ Relate a new topic to one already learned or a real-life example
◆ Secure a note taker, allow the student to tape record lectures or provide him/her with a
copy of your notes
◆ Allow the student to demonstrate knowledge of the subject through alternate means
◆ Permit and encourage the use of adaptive technology
◆ Develop study guides
◆ Give shorter exams more frequently
All of these components of UDL are consistent with the principles of providing a variety of
methods of representation, expression, and engagement. All are consistent with the
recommendations Cabrini's DRC provides for Cabrini faculty to facilitate learning for all
Cabrini students especially those with learning challenges.
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