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Archive of posts filed under the Principles category.

Academic Failure: Does Academic Performance Data Illustrate the Need for Universal Design in Education?

Do you periodically read an article that stays with you for quite some time? Here’s one that caught our attention recently: The 4-Stage Response to Low Student Achievement By John Lemuel Available online at: http://chronicle.com/article/The-4-Stage-Response-to-Low/126527/?sid=at&utm_source=at&utm_medium=en The author reflects on the workload requirements in his class in light of the recently published book, Academically Adrift: Limited [...]

Assessing Universal Design for Learning in Terms of Levels of Use

In the previous post, we introduced the topic of the Concerns-Based Adoption Model (CBAM) as a tool for understanding the reactions professionals may have in response to new instructional innovations (Hord, Rutherford, Huling-Austin, & Hall, 2006). In particular, we highlighted the fact that CBAM can assist designers of university courses and professional development experiences to [...]

Intentionality: A Fundamental Principle of Universal Design in Education

As educators struggle to understand the principles of universal design and apply them to education (UDE), it is important to explicitly discuss several key instructional design principles: • Barriers are intrinsic to traditional instructional planning activities. Each decision an instructor or publisher makes when creating traditional instructional activities and materials embeds barriers into the process. [...]