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Articles from the National Center on UDL

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2020's Learning Landscape
A Retrospective of Dyslexia

David H. Rose, Ed. D. and Ge Vue, Ed. M.

The following article, written by David Rose and Ge Vue in 2010, imagines the future by “pre-creating” the Presidential Address at the IDA Annual Conference in 2020. This article was first published in the International Dyslexia Association, Perspectives on Language and Literacy, Winter 2010.

Published as:

Rose, D.H. & Vue, G. (2010). 2020's Learning Landscape: A Retrospective on Dyslexia. International Dyslexia Association, Perspectives on Language and Literacy, 36(1), 33-37.

 

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Try reading this article in a "UDL Version"!

You’ll notice above that it is possible to read a “UDL Version” of this article. The barriers presented by traditional, printed text are a main theme this of the article, and it seemed counter-intuitive to the authors to only offer Word and PDF formats.

Thus, the authors decided to create a digital version of the article and apply the UDL principles in order to transform the static, print article into an interactive, learning one - a universally designed for learning article. 

To find descriptions of the UDL features and how they support learning, click on "Show UDL Information" located in the upper right hand corner of the “UDL Version.” This will display UDL icons  that highlight the added learning supports. Clicking   will provide a brief explanation of how that feature supports teaching or learning. Page 4 of the article has a more comprehensive explanation of how the UDL principles of design were applied to the creation of learning supports.

Below, we have highlighted some of the UDL features you will notice as you read this “UDL Version.”

Principle I. Provide Multiple Means of Representation

Guideline 1: Provide options for perception
  • Various formats created from NIMAS fileset provide multiple ways to display and access information
  • Texthelp Text-to-Speech provides decoding and comprehension support
Guideline 2: Provide options for language and symbols
  • Multimedia glossary provides alternative representation for the meaning of a word
  • Video presents key concepts in an altermative mode
  • Google Translator provides immediate access to cross-linquistic support
Guideline 3: Provide options for comprehension
  • Concept map and a list of key concepts highlight main ideas and relationship between main ideas

 

Principle II. Provide Multiple Means of Action and Expression

Guideline 4: Provide options for physical action
  • Page navigation and concept map with embedded links provide linear and nonlinear means of navigation
Guideline 5: Provide options for expressive skills and fluency
  • Video provides alternative means to express key concepts
  • Models and hints provide supports for practice and performance
Guideline 6: Provide options for executive functions
  • Texthelp highlighter enables learners to highlight key ideas and manage information
  • Concept maps and a list of key concepts are scaffolds that facilitate managing information and resources

 

Principle III. Provide Multiple Means of Engagement

Guideline 7: Provide options for recruiting interest
  • Various formats created from NIMAS fileset provides choice of modality to access content: read, listen, view, or tactile
  • Video of voices from the classroom enhance relevance, authenticity, and engagement
Guideline 8: Provide options for sustaining effort and persistence
  • "Learn more" provides more information that engages and challenges learners to expand their knowledge
  • Coaches, models, and hints can be varied to change the level of challenge and support available to learners
  • "Check for understanding," a simple comprehension activity with timely feedback
Guideline 9: Provide options for self-regulation
  • "Check for understanding" promotes reflection

Last Updated: 03/21/2011

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