In the above example, both the activities and materials (inputs), and the grading opportunities (outputs) are very diverse. How would the situation change if the class were run in a more traditional fashion? For example, what if the only inputs were in-class lecture and the textbook? What if the only outputs for the class were three multiple-choice tests?
Many traditional class teaching and assessment methods present significant problems for students with disabilities and not just for students with visual impairments. Students with learning disabilities are at a disadvantage in many traditionally structured courses for a variety of reasons. Research shows that students may learn better in a diverse learning environment, which taps into multiple neurological domains, such as recognition, strategic, and affective domains. This topic is treated more thoroughly in the Universal Design for Learning FAME.
For more information, please see the FAME Universal Design for Learning module.
