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Universal Design for Learning
"As the developers of computer hardware and software recognize the benefit that can be derived from all individuals being able to use the same computer equipment and software applications, the concept of universal design in the development of new products becomes more accepted, and built-in access becomes more readily available."[1]
"Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all."[2]
National Instructional Materials Accessibility Standard (NIMAS)
"NIMAS is a technical standard used by publishers to produce source files (in XML) that may be used to develop multiple specialized formats (such as Braille or audio books) for students with print disabilities.
The source files are prepared using Extensible Markup Language (XML) to mark up the structure of the original content and provide a means for presenting the content in a variety of ways and styles. For example, once a NIMAS fileset has been produced for printed materials, the XML and image source files may be used to create Braille, large print, HTML versions, DAISY talking books using human voice or text-to-speech, audio files derived from text-to-speech transformations, and more. The separation of content from presentation is an important feature of the NIMAS approach. In most cases, a human will need to enhance the source files to provide additional features needed by diverse learners.
The various specialized formats created from NIMAS filesets may then be used to support a very diverse group of learners who qualify as students with print disabilities. It is important to note that most elementary and secondary educational publishers do not own all of the electronic rights to their textbooks and related core print materials and a copyright exemption allows them to deliver the electronic content of a textbook and the related core print materials to the NIMAC, a national repository which began operations on 12/3/06, as long as the publishers possess the print rights. NIMAS applies to instructional materials published on or after 7/19/06."[3]
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NIMAS Workflow Graphic
"The NIMAS Workflow Graphic provides details regarding the various steps involved in the whole NIMAS cycle from states adopting NIMAS and agreeing to coordinate with the national repository, the NIMAC, the role of states and local districts in prompting publishers to develop and deliver the NIMAS fileset to the NIMAC, the file validation process, the download of files from the NIMAC by Authorized Users appointed by states and by Accessible Media Producers when requested by Authorized Users, the preparation of accessible specialized formats and finally, delivery to students that qualify.
The specialized formats are intended to be used by students who are blind, have low vision, have physical disabilities and/or have reading disabilities due to organic dysfunction such as dyslexia. The graphic also features a shortcut promoting a market model when publishers are able to obtain the electronic rights to the content and then prepare and sell specialized formats directly to schools."[4]
Click here to view the NIMAS Workflow Graphic or download it in PDF format.
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UDL Guidelines
"The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. For each of these areas, specific "Checkpoints" for options are highlighted, followed by examples of practical suggestions."[5]
Brain Research
"Researchers know from neuroimaging studies (like PET Scans and FMRI ) that learning is a complex and multifaceted activity.Most students with disabilities in higher education have learning, attentional or psychological disabilities. Many of these students have unique learning styles, caused by their neurological differences.
Students with Learning Disabilities, for example, activate larger and more diverse areas of the brain when they read (Shaywitz et al).
The CAST Universal Design for Learning Lesson Builder allows educators to create lessons that benefit all children. The lesson builder gives educators the tools to create lessons that permit all students to gain access to the curriculem.[7]
CAST also includes the following data as a criteria for the theory and implementation of Universal Design for Learning. CAST's website (http://www.cast.org/research/udl/index.html) explains that our latest research in neuroscience shows that each brain processes information differently. The way we learn is as unique as DNA or fingerprints. In its research, CAST has identified three primary brain networks and the roles they play in learning.
__Recognition networks__
Gathering facts. How we identify and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks—the "what" of learning.
__Strategic networks__
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks—the "how" of learning.
__Affective networks__
How students are engaged and motivated. How they are challenged, excited, or interested. These are affective dimensions—the "why" of learning.
UDL principles help educators customize their teaching for individual differences in each of these three brain networks. A universally-designed curriculum offers the following:
Multiple means of representation to give learners various ways of acquiring information and knowledge
Multiple means of action and expression to provide learners alternatives for demonstrating what they know, and
Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn
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