sible and understandable by all students. UDL is organized into three main principles and their re- spective brain networks: engagement, representation and ac- tion and expression. Multiple means of engagement includes the affective net- works, or the “why” of learning. When learners are unable to at- tend to information and are not engaged in the content, this information is inaccessible. To foster learners who are purpose- ful and motivated, educators must tap into students’ individual interests, while offering appropriate challenges and increasing motivation and attention. Additionally, strategies such as self- assessment and reflection that support self-regulation skills increase a student’s ability to sustain continued effort and per- sistence with task completion. Multiple means of representation includes the recognition networks, or the “what” of learning. To create learners who are resourceful and knowledgeable, educators should provide students with options for acquiring information through dif- ferent modalities. A “one size fits all” model of instruction cre- ates inequalities across learners. Therefore, providing a variety of representations not only increases accessibility, but also enhances comprehension of material. Options might include presenting information through a variety of media (e.g. video, photographs/diagrams, text, demonstrations, etc.) that targets specific learning styles and needs. Multiple means of action and expression includes the stra- tegic networks, or the “how” of learning. It’s important to en- sure that educational materials are physically accessible for all students so that all learners can fully interact with the cur- riculum. Educators may provide options for the ways in which students demonstrate what they know in order to encourage learners who are strategic and goal-oriented. For example, stu- dents could be given opportunities for increased autonomy to express their understanding of the curriculum content in a way that targets their personal learning preferences, such as com- posing a song, filming a movie, writing an essay or building a structure. Accessible Educational Materials Working in conjunction with the principles of UDL, it’s im- perative that educators are providing students with accessible educational materials (AEM). In the past, the Individuals with Disabilities Education Act (IDEA) has specifically focused on accessible instructional materials (AIM) that were in print for- mat. It outlined the provision of the four specialized formats (braille, large print, audio and digital text) for students with print disabilities in K-12 education, as well as the implementa- tion of the National Instructional Materials Accessibility Stan- dard (NIMAS). AEM takes the NIMAS/AIM definition a step further, outlining these as “print- and technology-based edu- cational materials, including printed and electronic textbooks
Image 1: Page fluffers created with clothespins.
and related core materials that are designed or enhanced in a way that makes them usable across the widest range of learner variability, regardless of format (e.g. print, digital, graphic, au- dio, video)” (National Center on Accessible Educational Materi- als, 2016). This definition is not limited to only K-12 education, and has been expanded to include post-secondary education and workforce deployment. When educators have a better understanding of the tools and materials available to support the growing variety of learn- ing styles and needs, differentiation occurs more freely. AEM opens the idea of accessibility beyond the printed textbook to provide options for adapting educational materials, both print- ed and digital, as well as educational technologies, so that they are usable by people with and without disabilities. Providing all students with a variety of universally designed options that include AEM encourages the likelihood of classroom participa- tion, independence, and progress in the curriculum. Adapted books = Access for All The development of adapted books incorporates the use of a variety of tools and supports that targets a diverse set of learning needs. It’s important for books to be easily accessible by all in order to promote student engagement and participa- tion. Adaptations for increased accessibility include: • Increasing the ease of physical access and manipulation • Providing visual supports for language and cognition • Modifying page layouts to decrease visual stimuli • Adjusting or simplifying the language to accommodate for cognitive and communication/language needs • Addressing different learning styles and preferences. Books in a traditional paper-based format alone can create significant barriers for students with physical disabilities. Ad- aptations such as page fluffers (Image 1) and slant boards or easels can be temporarily or permanently fixed to traditional
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