Session+02


 * Focus:**
 * Universal Design & Universal Design for Learning
 * Principles & guidelines
 * UDL vs. traditional curricula


 * Questions from** **Session 1:**
 * 1) What other examples or non-examples of universal design can you come up with for the UD principles & guidelines introduced in the first article?
 * 2) The article mentioned that a limitation of accessibility standards was that they provided only minimum requirements to accommodate people with disabilities and fell substantially short of its ideal conditions. What’s your interpretation on this point? What do you think are the differences between “universal design” and “accessibility (i.e., standards)”?
 * 3) In what ways does the second article relate to what you have learned about disabilities in your doctoral program? How adequate is the P-E fit model in terms of promoting the universal design concept?


 * Session 2 Questions:**
 * 1) What are some of the policy foundations for UDL? Articulate the significance and status of UDL in both educational laws and practice in your own words.
 * 2) What is your feel of the general public's awareness and understanding of UDL?
 * 3) How are Edyburn's ten propositions about UDL helpful to educators at all levels?
 * 4) What would be your analogy for UDL that is different from the one proposed in the article titled "Getting here to there: UDL, global positioning systems, and lessons for improving education?"


 * Technologies:**
 * Voki: []
 * NaturalReader: []
 * Windows Accessibility Features: [[file:Ease of Access Features in Windows.doc]]
 * IntelliKeys

Question: How can a teacher use each of the above technology to enhance all students' universal access to curriculum and instruction? What would be barriers against meaningful use of these tools in a classroom?