Moving the needle: Implementing universal design in higher education PART I: Strategies FOR EmbedDING Learning Support in
Instruction
The nine questions in this section are organized around
instructional strategies that you can use to embed learning support in your
instruction. For each strategy presented, you will respond to a question about
your level of use of these strategies in your instruction. Strategy 1: Provide Options for Perception
The strategies you use to offer course content and materials
in a variety of formats such as audio, visual, or tactile. Examples
include changing the visual layout of a document, providing text copies of lecture
or discussion, or providing physical models to convey perspective or
interaction. Strategy 2: Provide Options for Language or Symbols
The strategies you use to clarify language or symbols and
provide alternative or multiple representations of the concepts being taught.
Examples include preteaching vocabulary; making connections between previously
learned structures or concepts; or presenting text material in an alternative
form, such as a video. Strategy 3: Provide Options for Comprehension
The strategies you use to build on or supply background
knowledge, emphasize important ideas, and support cognitive and metacognitive
strategies. Examples include preteaching concepts through demonstrations or
models, highlighting or emphasizing key elements in text, “chunking”
information into smaller elements, or providing scaffolds that connect new
information to prior knowledge. Strategy 4: Provide Options for Physical Action
The strategies you use to provide varied and alternative
ways for students to physically interact with instructional materials or
complete assignments. Examples include providing alternatives for timing,
speed, or range of motion required to interact with instructional materials; or
access to alternative keyboards. Strategy 5: Provide Options for Expression or
Communication
The strategies you use to incorporate multiple media, tools,
formats, opportunities, or graduated level of support to build fluencies so
students can express their knowledge and understanding of a subject. Examples
include using physical manipulatives, interactive web tools, virtual or
concrete mathematics manipulatives, or differentiated models. Strategy 6: Provide Options for Executive Function
The strategies you use to support students’ goal setting,
planning, resources management, and progress monitoring. Examples include
providing guides or checklists for note taking or breaking long-term goals into
reachable short-term objectives.
Strategy 7: Provide Options for Recruiting Interest
The strategies you use to present relevant learning
activities with authentic opportunities for students to make choices, while
reducing threats and negative distractions. Examples include assisting students
in setting their personal academic and professional/career goals, using
approaches that allow for active participation, or creating a supportive
classroom environment.
Strategy 8: Provide Options for Sustaining Effort
The strategies you use to build in reminders, vary the level
of task difficulty, and foster collaboration among students. Examples include
breaking long-term goals into smaller, short-term goals; encouraging
opportunities for peer interactions and support; or providing feedback that is
timely and specific. Strategy 9: Provide Options for Self-Regulation
The strategies you use to foster students’ self-reflection
and present opportunities for students to monitor their knowledge and skill
development. Examples include providing prompts, reminders, guides, or
checklists that focus on elevating the frequency of self-reflection; providing
differentiated models, scaffolds or feedback for developing internal controls;
and using real life situations or simulations to demonstrate coping skills. Part II: General
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