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01.04.2007 | Long Paper

Universal Design for Learning: meeting the challenge of individual learning differences through a neurocognitive perspective

verfasst von: David H. Rose, Nicole Strangman

Erschienen in: Universal Access in the Information Society | Ausgabe 4/2007

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Abstract

The traditional “one-size-fits-all” approach to curriculum denies the vast individual differences in learning strengths, challenges, and interests. The focus of this article is a novel approach, called Universal Design for Learning, to addressing the challenge of individual learner differences. Cognitive science research suggests the joint action of three broad sets of neural networks in cognition and learning: one that recognizes patterns, one that plans and generates patterns, and one that determines which patterns are important. These networks, referred to in this paper as recognition, strategic, and affective networks, are subject to individual differences that impact how individual students learn. This paper describes these networks and how the Universal Design for Learning framework makes use of this networks-based perspective to structure the consideration of individual learner differences and guide the design of a flexible, technology-rich curriculum that provides rich options for meeting diverse student needs.

Vorheriger Artikel Decision and stress: cognition and e-accessibility in the information workplace

Nächster Artikel Cognitive difficulties and access to information systems: an interaction design perspective

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Titel: Universal Design for Learning: meeting the challenge of individual learning differences through a neurocognitive perspective
verfasst von: David H. Rose
Nicole Strangman
Publikationsdatum: 01.04.2007
Verlag: Springer-Verlag
Erschienen in: Universal Access in the Information Society / Ausgabe 4/2007
Print ISSN: 1615-5289
Elektronische ISSN: 1615-5297
DOI: https://doi.org/10.1007/s10209-006-0062-8

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Acknowledgement to reviewers for 2005

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