Udlguidelines.cast.org - SEO Check

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Übersicht der SEO Analyse
Metaangaben
75% 
Seitenqualität
81% 
Seitenstruktur
3% 
Verlinkung
52% 
Server
100% 
Externe Faktoren
100% 
SEO Score
Antwortzeit
0,30 s
Dateigröße
75,10 kB
Wörter
1530
Medien
3
Anzahl Links
171 Intern / 23 Extern

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Meta-Angaben im HTML

Titel
(Extrem wichtig)
The UDL Guidelines
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Es gibt keine Wortwiederholungen im Titel.
Meta-Description
(Extrem wichtig)
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
Die Meta-Description ist zu lang. (1332 Pixel von maximal 1000 Pixel) Jetzt optimieren
Crawlbarkeit
(Extrem wichtig)
Es gibt keine Probleme beim Zugriff auf die Webseite.
Canonical Link
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https://udlguidelines.cast.org/
Die Seite hat einen korrekten Canonical Link.
Sprache
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Im Text erkannte Sprache: en
Im HTML angegebene Sprache: en-us
Serverstandort: Deutschland
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Die Webseite befindet sich auf einer Subdomain. Für eine erfolgreiche Suchmaschinenoptimierung solltest Du eine eigene Domain verwenden.
Die Domain enthält keine Umlaute.
Seiten URL
(Wenig wichtig)
In der URL wurden keine Parameter entdeckt.
In der URL wurde keine Session ID entdeckt.
Die URL hat nicht zu viele Unterverzeichnisse.
Zeichensatzkodierung
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Die Angaben zur Zeichensatzkodierung (UTF-8) sind fehlerfrei.
Doctype
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Die Doctype Angabe HTML 5 ist korrekt angegeben.
Die Doctype Angabe befindet sich an erster Stelle im HTML-Code.
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Das Favoriten Icon (Favicon) ist korrekt verlinkt.

Meta Tags

NameWert
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descriptionThe UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
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langen-us
twitter:cardsummary_large_image
twitter:site@CAST_UDL
twitter:creator@CAST_UDL
twitter:titleThe UDL Guidelines
twitter:descriptionThe UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
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og:urlhttps://udlguidelines.cast.org
og:typewebsite
og:titleThe UDL Guidelines
og:descriptionThe UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
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Seitenqualität

Inhalt
(Extrem wichtig)
Es befinden sich 2 Text-Duplikate auf der Seite:
  • Duplikat: The goal of UDL is learner agency that is purposeful & reflective, res...
Der Inhalt ist mit 1530 Wörtern in Ordnung.
Der Text besteht zu 25% aus Füllwörtern.
Worte aus dem Titel werden im Text wiederholt.
Im Text befindet sich eine Aufzählung, dies deutet auf eine gute Textstruktur hin.
Es wurden 9 Fließtextblöcke auf der Seite gefunden.
Der Text auf der Seite ist optimal.
Es wurden keine Platzhalter Texte bzw. Bilder gefunden.
Die durchschnittliche Satzlänge ist mit 24.73 Wörtern gut.
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Die Seite hat kein Frameset.
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Der angegebene Viewport (width=device-width, initial-scale=1) ist korrekt.
Mindestens ein Apple-Touch Icon ist definiert.
Bold- und Strongtags
(Wenig wichtig)
Einige Tags werden wiederholt. z.B.: learner agency
Einige der Tags sind zu lang. Mit 204 Zeichen ist dieser länger als 70 Zeichen:
"the guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ..."
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Bei 3 Bildern fehlt das Alt-Attribut. Der Inhalt von Alt-Attributen wird von Suchmaschinen auch als Text gewertet und ist wichtig für die Bildersuche.
Soziale Vernetzung
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Die Seite ist optimal auf Soziale Netzwerke ausgerichtet.
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(Wenig wichtig)
Die Seite verwendet HTTPS um Daten sicher zu übertragen.
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Medienliste

URLALT-AttributeTitel
/img/1VbFEtzqQ1-119.svgKein ALT-Attribut angegeben
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/img/ExwRtzlxVj-450.svgKein ALT-Attribut angegeben

Seitenstruktur

H1 Überschrift
(Extrem wichtig)
Search
Zu viele H1 Überschriften
Die H1-Überschrift besteht nur aus einem Wort. Es sollten mehr Informationen angegeben werden.
Die H1-Überschrift ist zu kurz (6 Zeichen). Sie sollte mindestens 20 Zeichen lang sein.
Überschriften
(Wichtig)
Einige Überschriftentexte kommen doppelt auf der Seite vor.
Es befinden sich 102 Überschriften auf der Seite. Die Anzahl der Überschriften sollte in einem besseren Verhältnis zum Text stehen.

Überschriftenstruktur

Überschriften HierarchieInhalt
H1 Search
H1 The UDL Guidelines
H1 UDL Guidelines
H2 Introducing UDL Guidelines 3.0
H2 Universal Design for Learning Guidelines
H3 Design Multiple Means ofEngagement
H3 Design Multiple Means ofRepresentation
H3 Design Multiple Means ofAction & Expression
H3 Explore the Future of Education with CAST’s UDL Guidelines 3.0 Webinars!
H3 Design Multiple Means ofEngagement Text-Duplikat
H3 Design Multiple Means ofRepresentation Text-Duplikat
H3 Design Multiple Means ofAction & Expression Text-Duplikat
H4 Design Options forWelcoming Interests & Identities (guideline 7)
H4 Design Options forSustaining Effort & Persistence (guideline 8)
H4 Design Options forEmotional Capacity (guideline 9)
H4 Design Options forPerception (guideline 1)
H4 Design Options forLanguage & Symbols (guideline 2)
H4 Design Options forBuilding Knowledge (guideline 3)
H4 Design Options forInteraction (guideline 4)
H4 Design Options forExpression & Communication (guideline 5)
H4 Design Options forStrategy Development (guideline 6)
H4 Design Options forWelcoming Interests & Identities (guideline 7) Text-Duplikat
H4 Design Options forSustaining Effort & Persistence (guideline 8) Text-Duplikat
H4 Design Options forEmotional Capacity (guideline 9) Text-Duplikat
H4 Design Options forPerception (guideline 1) Text-Duplikat
H4 Design Options forLanguage & Symbols (guideline 2) Text-Duplikat
H4 Design Options forBuilding Knowledge (guideline 3) Text-Duplikat
H4 Design Options forInteraction (guideline 4) Text-Duplikat
H4 Design Options forExpression & Communication (guideline 5) Text-Duplikat
H4 Design Options forStrategy Development (guideline 6) Text-Duplikat
H5 Optimize choice and autonomy (consideration 7.1)
H5 Optimize relevance, value, and authenticity (consideration 7.2)
H5 Nurture joy and play (consideration 7.3)
H5 Address biases, threats, and distractions (consideration 7.4)
H5 Clarify the meaning and purpose of goals (consideration 8.1)
H5 Optimize challenge and support (consideration 8.2)
H5 Foster collaboration, interdependence, and collective learning (consideration 8.3)
H5 Foster belonging and community (consideration 8.4)
H5 Offer action-oriented feedback (consideration 8.5)
H5 Recognize expectations, beliefs, and motivations (consideration 9.1)
H5 Develop awareness of self and others (consideration 9.2)
H5 Promote individual and collective reflection (consideration 9.3)
H5 Cultivate empathy and restorative practices (consideration 9.4)
H5 Support opportunities to customize the display of information (consideration 1.1)
H5 Support multiple ways to perceive information (consideration 1.2)
H5 Represent a diversity of perspectives and identities in authentic ways (consideration 1.3)
H5 Clarify vocabulary, symbols, and language structures (consideration 2.1)
H5 Support decoding of text, mathematical notation, and symbols (consideration 2.2)
H5 Cultivate understanding and respect across languages and dialects (consideration 2.3)
H5 Address biases in the use of language and symbols (consideration 2.4)
H5 Illustrate through multiple media (consideration 2.5)
H5 Connect prior knowledge to new learning (consideration 3.1)
H5 Highlight and explore patterns, critical features, big ideas, and relationships (consideration 3.2)
H5 Cultivate multiple ways of knowing and making meaning (consideration 3.3)
H5 Maximize transfer and generalization (consideration 3.4)
H5 Vary and honor the methods for response, navigation, and movement (consideration 4.1)
H5 Optimize access to accessible materials and assistive and accessible technologies and tools (consideration 4.2)
H5 Use multiple media for communication (consideration 5.1)
H5 Use multiple tools for construction, composition, and creativity (consideration 5.2)
H5 Build fluencies with graduated support for practice and performance (consideration 5.3)
H5 Address biases related to modes of expression and communication (consideration 5.4)
H5 Set meaningful goals (consideration 6.1)
H5 Anticipate and plan for challenges (consideration 6.2)
H5 Organize information and resources (consideration 6.3)
H5 Enhance capacity for monitoring progress (consideration 6.4)
H5 Challenge exclusionary practices (consideration 6.5)
H5 Optimize choice and autonomy (consideration 7.1) Text-Duplikat
H5 Optimize relevance, value, and authenticity (consideration 7.2) Text-Duplikat
H5 Nurture joy and play (consideration 7.3) Text-Duplikat
H5 Address biases, threats, and distractions (consideration 7.4) Text-Duplikat
H5 Clarify the meaning and purpose of goals (consideration 8.1) Text-Duplikat
H5 Optimize challenge and support (consideration 8.2) Text-Duplikat
H5 Foster collaboration, interdependence, and collective learning (consideration 8.3) Text-Duplikat
H5 Foster belonging and community (consideration 8.4) Text-Duplikat
H5 Offer action-oriented feedback (consideration 8.5) Text-Duplikat
H5 Recognize expectations, beliefs, and motivations (consideration 9.1) Text-Duplikat
H5 Develop awareness of self and others (consideration 9.2) Text-Duplikat
H5 Promote individual and collective reflection (consideration 9.3) Text-Duplikat
H5 Cultivate empathy and restorative practices (consideration 9.4) Text-Duplikat
H5 Support opportunities to customize the display of information (consideration 1.1) Text-Duplikat
H5 Support multiple ways to perceive information (consideration 1.2) Text-Duplikat
H5 Represent a diversity of perspectives and identities in authentic ways (consideration 1.3) Text-Duplikat
H5 Clarify vocabulary, symbols, and language structures (consideration 2.1) Text-Duplikat
H5 Support decoding of text, mathematical notation, and symbols (consideration 2.2) Text-Duplikat
H5 Cultivate understanding and respect across languages and dialects (consideration 2.3) Text-Duplikat
H5 Address biases in the use of language and symbols (consideration 2.4) Text-Duplikat
H5 Illustrate through multiple media (consideration 2.5) Text-Duplikat
H5 Connect prior knowledge to new learning (consideration 3.1) Text-Duplikat
H5 Highlight and explore patterns, critical features, big ideas, and relationships (consideration 3.2) Text-Duplikat
H5 Cultivate multiple ways of knowing and making meaning (consideration 3.3) Text-Duplikat
H5 Maximize transfer and generalization (consideration 3.4) Text-Duplikat
H5 Vary and honor the methods for response, navigation, and movement (consideration 4.1) Text-Duplikat
H5 Optimize access to accessible materials and assistive and accessible technologies and tools (consideration 4.2) Text-Duplikat
H5 Use multiple media for communication (consideration 5.1) Text-Duplikat
H5 Use multiple tools for construction, composition, and creativity (consideration 5.2) Text-Duplikat
H5 Build fluencies with graduated support for practice and performance (consideration 5.3) Text-Duplikat
H5 Address biases related to modes of expression and communication (consideration 5.4) Text-Duplikat
H5 Set meaningful goals (consideration 6.1) Text-Duplikat
H5 Anticipate and plan for challenges (consideration 6.2) Text-Duplikat
H5 Organize information and resources (consideration 6.3) Text-Duplikat
H5 Enhance capacity for monitoring progress (consideration 6.4) Text-Duplikat
H5 Challenge exclusionary practices (consideration 6.5) Text-Duplikat
Einige der Linktexte wiederholen sich.
Die Anzahl an internen Links ist ok.
Keiner der Linktexte ist zu lang.
Alle internen Links haben keine dynamischen Parameter.
Es befinden sich 23 externe Links auf der Seite.

Gefundene Links auf dieser Seite

LinkAttributeLinktext
https://udlguidelines.cast.org/Anchor Skip to main content
https://www.cast.org/Extern Subdomain CAST Until learning has no limits®
https://udlguidelines.cast.org/CAST UDL Guidelines
/engagement/Engagement
/engagement/interests-identities/Welcoming Interests & Identities
/engagement/interests-identiti...Optimize choice and autonomy
/engagement/interests-identiti...Optimize relevance, value, and authenticity
/engagement/interests-identiti...Nurture joy and play
/engagement/interests-identiti...Address biases, threats, and distractions
/engagement/effort-persistence/Sustaining Effort & Persistence
/engagement/effort-persistence...Clarify the meaning and purpose of goals
/engagement/effort-persistence...Optimize challenge and support
/engagement/effort-persistence...Foster collaboration, interdependence, and collective learning
/engagement/effort-persistence...Foster belonging and community
/engagement/effort-persistence...Offer action-oriented feedback
/engagement/emotional-capacity/Emotional Capacity
/engagement/emotional-capacity...Recognize expectations, beliefs, and motivations
/engagement/emotional-capacity...Develop awareness of self and others
/engagement/emotional-capacity...Promote individual and collective reflection
/engagement/emotional-capacity...Cultivate empathy and restorative practices
/representation/Representation
/representation/perception/Perception
/representation/perception/cus...Support opportunities to customize the display of information
/representation/perception/way...Support multiple ways to perceive information
/representation/perception/per...Represent a diversity of perspectives and identities in authentic ways
/representation/language-symbols/Language & Symbols
/representation/language-symbo...Clarify vocabulary, symbols, and language structures
/representation/language-symbo...Support decoding of text, mathematical notation, and symbols
/representation/language-symbo...Cultivate understanding and respect across languages and dialects
/representation/language-symbo...Address biases in the use of language and symbols
/representation/language-symbo...Illustrate through multiple media
/representation/building-knowl...Building Knowledge
/representation/building-knowl...Connect prior knowledge to new learning
/representation/building-knowl...Highlight and explore patterns, critical features, big ideas, and relationships
/representation/building-knowl...Cultivate multiple ways of knowing and making meaning
/representation/building-knowl...Maximize transfer and generalization
/action-expression/Action & Expression
/action-expression/interaction/Interaction
/action-expression/interaction...Vary and honor the methods for response, navigation, and movement
/action-expression/interaction...Optimize access to accessible materials and assistive and accessible technologies and tools
/action-expression/expression-...Expression & Communication
/action-expression/expression-...Use multiple media for communication
/action-expression/expression-...Use multiple tools for construction, composition, and creativity
/action-expression/expression-...Build fluencies with graduated support for practice and performance
/action-expression/expression-...Address biases related to modes of expression and communication
/action-expression/strategy-de...Strategy Development
/action-expression/strategy-de...Set meaningful goals
/action-expression/strategy-de...Plan and anticipate challenges
/action-expression/strategy-de...Organize information and resources
/action-expression/strategy-de...Enhance capacity for monitoring progress
/action-expression/strategy-de...Challenge exclusionary practices
/more/more/More...
/more/udl-goal/The Goal of UDL: Learner Agency
/more/about-graphic-organizer/About the Graphic Organizer
/more/about-guidelines-3-0/About the Guidelines 3.0 Update
/more/downloads/Downloads
/more/research-evidence/Research
/more/frequently-asked-questions/FAQ
/more/downloadsTextduplikat Downloads
/more/udl-goal/learner agency
/engagement/Textduplikat Engagement
/engagement/interests-identities/Welcoming Interests & Identities (guideline 7)
/engagement/interests-identiti...Optimize choice and autonomy (consideration 7.1)
/engagement/interests-identiti...Optimize relevance, value, and authenticity (consideration 7.2)
/engagement/interests-identiti...Nurture joy and play (consideration 7.3)
/engagement/interests-identiti...Address biases, threats, and distractions (consideration 7.4)
/engagement/effort-persistence/Sustaining Effort & Persistence (guideline 8)
/engagement/effort-persistence...Clarify the meaning and purpose of goals (consideration 8.1)
/engagement/effort-persistence...Optimize challenge and support (consideration 8.2)
/engagement/effort-persistence...Foster collaboration, interdependence, and collective learning (consideration 8.3)
/engagement/effort-persistence...Foster belonging and community (consideration 8.4)
/engagement/effort-persistence...Offer action-oriented feedback (consideration 8.5)
/engagement/emotional-capacity/Emotional Capacity (guideline 9)
/engagement/emotional-capacity...Recognize expectations, beliefs, and motivations (consideration 9.1)
/engagement/emotional-capacity...Develop awareness of self and others (consideration 9.2)
/engagement/emotional-capacity...Promote individual and collective reflection (consideration 9.3)
/engagement/emotional-capacity...Cultivate empathy and restorative practices (consideration 9.4)
/representation/Textduplikat Representation
/representation/perception/Perception (guideline 1)
/representation/perception/cus...Support opportunities to customize the display of information (consideration 1.1)
/representation/perception/way...Support multiple ways to perceive information (consideration 1.2)
/representation/perception/per...Represent a diversity of perspectives and identities in authentic ways (consideration 1.3)
/representation/language-symbols/Language & Symbols (guideline 2)
/representation/language-symbo...Clarify vocabulary, symbols, and language structures (consideration 2.1)
/representation/language-symbo...Support decoding of text, mathematical notation, and symbols (consideration 2.2)
/representation/language-symbo...Cultivate understanding and respect across languages and dialects (consideration 2.3)
/representation/language-symbo...Address biases in the use of language and symbols (consideration 2.4)
/representation/language-symbo...Illustrate through multiple media (consideration 2.5)
/representation/building-knowl...Building Knowledge (guideline 3)
/representation/building-knowl...Connect prior knowledge to new learning (consideration 3.1)
/representation/building-knowl...Highlight and explore patterns, critical features, big ideas, and relationships (consideration 3.2)
/representation/building-knowl...Cultivate multiple ways of knowing and making meaning (consideration 3.3)
/representation/building-knowl...Maximize transfer and generalization (consideration 3.4)
/action-expression/Textduplikat Action & Expression
/action-expression/interaction/Interaction (guideline 4)
/action-expression/interaction...Vary and honor the methods for response, navigation, and movement (consideration 4.1)
/action-expression/interaction...Optimize access to accessible materials and assistive and accessible technologies and tools (consideration 4.2)
/action-expression/expression-...Expression & Communication (guideline 5)
/action-expression/expression-...Use multiple media for communication (consideration 5.1)
/action-expression/expression-...Use multiple tools for construction, composition, and creativity (consideration 5.2)
/action-expression/expression-...Build fluencies with graduated support for practice and performance (consideration 5.3)
/action-expression/expression-...Address biases related to modes of expression and communication (consideration 5.4)
/action-expression/strategy-de...Strategy Development (guideline 6)
/action-expression/strategy-de...Set meaningful goals (consideration 6.1)
/action-expression/strategy-de...Anticipate and plan for challenges (consideration 6.2)
/action-expression/strategy-de...Organize information and resources (consideration 6.3)
/action-expression/strategy-de...Enhance capacity for monitoring progress (consideration 6.4)
/action-expression/strategy-de...Challenge exclusionary practices (consideration 6.5)
/more/downloads/PDF versions of the graphic organizer are available on the downloads page.
https://www.facebook.com/share...Extern Subdomain Share this page on Facebook
A-TITLE Share this page on Facebook
https://x.com/intent/tweet?tex...Extern Share this page on X/Twitter
A-TITLE Share this page on X/Twiiter
https://www.linkedin.com/share...Extern Subdomain Share this page on LinkedIn
A-TITLE Share this page on LinkedIn
https://www.cast.org/impact/un...Extern Subdomain Universal Design for Learning
http://www.cast.org/Extern Subdomain CAST
/more/udl-goal/The goal of UDL
https://publishing.cast.org/Extern Subdomain CAST Professional Publishing catalog
https://www.cast.org/learn/cou...Extern Subdomain online courses
https://www.cast.org/what-we-d...Extern Subdomain PreK-12
https://www.cast.org/what-we-d...Extern Subdomain Postsecondary
https://www.cast.org/our-work/...Extern Subdomain Workforce and CTE
/more/about-guidelines-3-0/UDL Guidelines 3.0
https://www.cast.org/connect/n...Extern Subdomain View Webinars
/more/udl-goalThe Goal of UDL
/more/about-graphic-organizerTextduplikat About the Graphic Organizer
/more/about-guidelines-3-0Textduplikat About the Guidelines 3.0 Update
/more/downloadsTextduplikat Downloads
/more/research-evidenceTextduplikat Research
/more/frequently-asked-questionsTextduplikat FAQ
/more/udl-goal/Textduplikat learner agency
/engagement/Textduplikat Engagement
/engagement/interests-identities/Textduplikat Welcoming Interests & Identities (guideline 7)
/engagement/interests-identiti...Textduplikat Optimize choice and autonomy (consideration 7.1)
/engagement/interests-identiti...Textduplikat Optimize relevance, value, and authenticity (consideration 7.2)
/engagement/interests-identiti...Textduplikat Nurture joy and play (consideration 7.3)
/engagement/interests-identiti...Textduplikat Address biases, threats, and distractions (consideration 7.4)
/engagement/effort-persistence/Textduplikat Sustaining Effort & Persistence (guideline 8)
/engagement/effort-persistence...Textduplikat Clarify the meaning and purpose of goals (consideration 8.1)
/engagement/effort-persistence...Textduplikat Optimize challenge and support (consideration 8.2)
/engagement/effort-persistence...Textduplikat Foster collaboration, interdependence, and collective learning (consideration 8.3)
/engagement/effort-persistence...Textduplikat Foster belonging and community (consideration 8.4)
/engagement/effort-persistence...Textduplikat Offer action-oriented feedback (consideration 8.5)
/engagement/emotional-capacity/Textduplikat Emotional Capacity (guideline 9)
/engagement/emotional-capacity...Textduplikat Recognize expectations, beliefs, and motivations (consideration 9.1)
/engagement/emotional-capacity...Textduplikat Develop awareness of self and others (consideration 9.2)
/engagement/emotional-capacity...Textduplikat Promote individual and collective reflection (consideration 9.3)
/engagement/emotional-capacity...Textduplikat Cultivate empathy and restorative practices (consideration 9.4)
/representation/Textduplikat Representation
/representation/perception/Textduplikat Perception (guideline 1)
/representation/perception/cus...Textduplikat Support opportunities to customize the display of information (consideration 1.1)
/representation/perception/way...Textduplikat Support multiple ways to perceive information (consideration 1.2)
/representation/perception/per...Textduplikat Represent a diversity of perspectives and identities in authentic ways (consideration 1.3)
/representation/language-symbols/Textduplikat Language & Symbols (guideline 2)
/representation/language-symbo...Textduplikat Clarify vocabulary, symbols, and language structures (consideration 2.1)
/representation/language-symbo...Textduplikat Support decoding of text, mathematical notation, and symbols (consideration 2.2)
/representation/language-symbo...Textduplikat Cultivate understanding and respect across languages and dialects (consideration 2.3)
/representation/language-symbo...Textduplikat Address biases in the use of language and symbols (consideration 2.4)
/representation/language-symbo...Textduplikat Illustrate through multiple media (consideration 2.5)
/representation/building-knowl...Textduplikat Building Knowledge (guideline 3)
/representation/building-knowl...Textduplikat Connect prior knowledge to new learning (consideration 3.1)
/representation/building-knowl...Textduplikat Highlight and explore patterns, critical features, big ideas, and relationships (consideration 3.2)
/representation/building-knowl...Textduplikat Cultivate multiple ways of knowing and making meaning (consideration 3.3)
/representation/building-knowl...Textduplikat Maximize transfer and generalization (consideration 3.4)
/action-expression/Textduplikat Action & Expression
/action-expression/interaction/Textduplikat Interaction (guideline 4)
/action-expression/interaction...Textduplikat Vary and honor the methods for response, navigation, and movement (consideration 4.1)
/action-expression/interaction...Textduplikat Optimize access to accessible materials and assistive and accessible technologies and tools (consideration 4.2)
/action-expression/expression-...Textduplikat Expression & Communication (guideline 5)
/action-expression/expression-...Textduplikat Use multiple media for communication (consideration 5.1)
/action-expression/expression-...Textduplikat Use multiple tools for construction, composition, and creativity (consideration 5.2)
/action-expression/expression-...Textduplikat Build fluencies with graduated support for practice and performance (consideration 5.3)
/action-expression/expression-...Textduplikat Address biases related to modes of expression and communication (consideration 5.4)
/action-expression/strategy-de...Textduplikat Strategy Development (guideline 6)
/action-expression/strategy-de...Textduplikat Set meaningful goals (consideration 6.1)
/action-expression/strategy-de...Textduplikat Anticipate and plan for challenges (consideration 6.2)
/action-expression/strategy-de...Textduplikat Organize information and resources (consideration 6.3)
/action-expression/strategy-de...Textduplikat Enhance capacity for monitoring progress (consideration 6.4)
/action-expression/strategy-de...Textduplikat Challenge exclusionary practices (consideration 6.5)
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udlguidelines.cast.org
The UDL Guidelines
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

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