![]() It should also be recognized that action and expression require a great deal of strategy, practice, and organization - another area in which learners can differ. Some may be able to express themselves well in written text but not speech (National Center on Universal Design for Learning, 2012). For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, all approach learning tasks very differently. Learners differ in the ways that they can navigate a learning environment and express what they know. Provide options for how students express what they have learned. UDL Principle II: Multiple Means of Expression UDL Principle II: Multiple Means of Expression.This series of videos will help you create accessible documents that are user friendly for all your students.Present information and content in different ways.UDL Principle 1: Multiple Means of Representation.Let's learn more about how UDL can benefit our students.Our students speak out on how can we can help them learn.Strategies for reducing/eliminating Barriers.To reduce and often eliminate barriers to learning.ACCESSIBILITY FOR ONTARIANS WITH DISABILITIES ACT. ![]()
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