EnACT UDL Documents

File	Description	Date	By
UDL Syllabus Rubric	A well-designed syllabus offers more than the instructor’s contact information and a course outline. It also provides information about course goals and objectives, grading procedures, support services, and course policies regarding class participation, missed examinations, late assignments, and academic integrity. ~Howard University	9/17/2009	EnACT
UDL Guidelines	Universal Design for Learning (UDL) is an approach that addresses and redresses the primary barrier to making expert learners of all students: inflexible, one-size-fits-all curricula that raise unintentional barriers to learning. Learners with disabilities are most vulnerable to such barriers, but many students without disabilities also find that curricula are poorly designed to meet their learning needs. The attached document serves as a graphical organizer for the 3 principles of UDL.	9/17/2009	CAST
9 Common Elements of UDL	Across the California State University system, 453 undergraduate and graduate students with (SWD) and without (SWOD) disabilities provided their feedback on effective teaching strategies in the post secondary classroom. The recommendations listed below represent those strategies that students reported were *Very Important* in terms of how faculty design and deliver their courses.	9/17/2009	EnACT

Description

A well-designed syllabus offers more than the instructor’s contact information and a course outline. It also provides information about course goals and objectives,

grading procedures, support services, and course policies regarding class participation, missed examinations, late assignments, and academic integrity. ~Howard University

9/17/2009

EnACT

UDL Guidelines

Universal Design for Learning (UDL) is an approach that addresses and redresses the primary barrier to making expert learners of all students: inflexible, one-size-fits-all curricula that raise unintentional barriers to learning. Learners with disabilities are most vulnerable to such barriers, but many students without disabilities also find that curricula are poorly designed to meet their learning needs. The attached document serves as a graphical organizer for the 3 principles of UDL.

9/17/2009

CAST

9 Common Elements of UDL

Across the California State University system, 453 undergraduate and graduate students with (SWD) and without (SWOD) disabilities provided their feedback on effective teaching strategies in the post secondary classroom. The recommendations listed below represent those strategies that students reported were Very Important in terms of how faculty design and deliver their courses.

9/17/2009

EnACT