...activities are designed to allow learning goals to be achieved by individuals with differences in the abilities to see, hear, speak, move, read, write,...understand English, attend, organize, engage, and remember (Orkwis & McLane, 1998). Universally designed instruction does not result in lowered expectations or...

...examining this issue in greater detail. Orkwis and McLane (1998) defined "universal design for learning" as "the design of instructional materials and activities...understand English, attend, organize, engage, and remember" (p. 9). The onus is on curriculum planners and designers to employ principles of universal design to...

...the learning goals achievable by individuals with wide differences in their abilities to hear, see, speak, move, read, write, understand English, attend,...activities that provide alternatives for students with differing abilities. These alternatives are built into instructional design and operating systems -...

...materials, referred to as universal design for learning (UDL). Orkwis and McLane (1998) defined UDL as "the design of instructional materials and activities...understand English, attend, organize, engage, and remember" (p. 9). When those learning goals include instruction to promote self-determination, the use of accessible...

...Orkwis and McLane (1998) defined UDL as The design of instructional materials and activities that allows learning goals to be achievable by individuals with...differences in their abilities to see, hear, speak, read, write, understand English, attend, organize, engage, and remember, (p. 9) UDL contributed to...

...instructional design is "the design of instructional materials and activities that make the learning goals achievable by individuals with wide differences in...understand English, attend, organize, engage, and remember (Burgstahler, cited in Campbell, 2004, p. 1 67). Colleges should not restrict the use of AT to those...