KEY IDEAS ABOUT UDL

1. Is UDL synonym of curricular adaptation?

• No, UDL is a trend.

• Yes, there is scientific evidence that support each of its guidelines and considerations.

• No, UDL is a pedagogical model which is organized and systematized in principles, guidelines and considerations that help us to plan the educational action for all the students.

• No, UDL is an educational methodology.

2. UDL has its origin in:

• Education.

• Architecture.

• Engineering.

• None of the above.

3. What does the acronym UDL stand for?

• Adapted Universal Design.

• Appropriate Universal Design.

• Universal Design for Learning.

• Universal Design for Curricular Adaptation.

4. Originally, CAST was focused on…

• The design of computer tools and flexible environments thought for students with disabilities.

• The design of products and environments that any person could use, as far as possible, without the need for a subsequent adaptation aimed at a specific audience.

• The design of significant curricular adaptations.

• None of the above.

5. UDL materializes in…

• Three levels of specification: School Education Project, Basic Curricular Design, Significant Individual Curricular Adaptation.

• ... there is no materialization of UDL.

• Two levels of specification: principles and guidelines.

• Three levels of specification: principles, guidelines and considerations.

6.

The UDL framework is aligned with neuroeducation:

• No, UDL is an educational methodology.

• Yes, specifically with three neural networks: affective network, recognition network and strategic network.

• No, there is no scientific evidence that supports it.

• Yes, there is a strong connection in the hypothalamus.

7.

Are there references to UDL in the Education Legislation?

• Yes, the new legislative framework establishes that educational action must be planned from universal design for learning in the stages of Childhood Education, Primary Education, Secondary Education and Baccalaureate.

• Yes, the new legislative framework establishes that educational action must be planned from universal design for learning, but only in the stage of Compulsory Secondary Education.

• No, UDL is implemented at the teacher’s discretion.

• No, since curricular adaptations must be addressed to students with disabilities.

8. The principles of Universal Design for Learning (UDL) are:

• Design multiple means of engagement, design multiple means of representation and design multiple means of action and expression.

• Provide rich and stimulating learning situations.

• They are based on a competence model.

• Favor structural situations for the students with more learning barriers.

9.

When we provide information through different channels, we are applying the principle of:

• Design multiple means of engagement.

• Design multiple means of action and expression.

• Design multiple means of representation.

• This item is not part of UDL.

10.

When we implement strategies to involve students in decision-making, we are applying the principle of:

• Design multiple means of representation.

• Design multiple means of action and expression.

• This item is not part of UDL

• Design multiple means of engagement.