Udlguidelines.cast.org - SEO Checker

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Visión general del análisis SEO
Metadatos
75% 
Calidad de la página
81% 
Estructura
3% 
Enlazado
52% 
Servidor
100% 
Factores externos
100% 
Puntuación SEO
Tiempo de carga
0,30 s
Tamaño HTML
75,10 kB
Palabras
1530
Medios
3
Cantidad de enlaces
171 internos / 23 externos

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Metadatos

Título
(Extremadamente importante)
The UDL Guidelines
El título es demasiado corto (181 píxeles de un máximo de 580 píxeles).Optimizar ahora
No se repite ninguna palabra en el título.
Meta descripción
(Extremadamente importante)
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.
La meta descripción es demasiado larga: 1000 píxelesOptimizar la descripción.
Rastreabilidad
(Extremadamente importante)
No se detectan problemas para acceder al sitio web.
Redirección canónica
(Importante)
https://udlguidelines.cast.org/
La página tiene una redirección canónica correcta.
Idioma
(Poco importante)
Idioma reconocido automáticamente en el contenido: en
Idioma declarado en el código HTML: en-us
Ubicación geográfica del servidor: Alemania
El idioma ha sido correctamente declarado en el código HTML: en-us.
Enlaces Alternate/Hreflang
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No se detecta ninguna metaetiqueta de paginación rel prev en la página.
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El dominio no contiene caracteres especiales.
URL de la página
(Poco importante)
No se detecta ningún parámetro dinámico en la URL.
No se detecta ningún ID de sesión en la URL.
La URL no contiene demasiados subdirectorios.
Codificación de caracteres
(Poco importante)
La codificación de caracteres (UTF-8) ha sido declarada correctamente.
Doctype
(Deseable)
La etiqueta doctype HTML 5 está configurada correctamente.
La declaración del doctype se ubica al inicio del código HTML.
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El favicon está enlazado correctamente.

Metaetiquetas

NombreValor
viewportwidth=device-width, initial-scale=1
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.
authorCAST, Inc.
generatorEleventy v3.1.2
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.
twitter:imagehttps://udlguidelines.cast.org/images/social/udlg.png?v=4eebb290305b
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.
og:imagehttps://udlguidelines.cast.org/images/social/udlg.png?v=4eebb290305b
og:image:typeimage/png
og:image:width1280
og:image:height720
charsetutf-8

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Calidad de la página

Contenido
(Extremadamente importante)
Hay 2 textos duplicados en esta página:
  • Texto duplicado: The goal of UDL is learner agency that is purposeful & reflective, res...
El número total de palabras en la página es bueno: 1530 palabras.
Un 25% del contenido está constituido por palabras vacías.
Las palabras clave del título también se repiten en el texto del cuerpo.
La página contiene un listado, lo que indica una buena estructuración del contenido.
Se han encontrado 9 párrafos en esta página.
El contenido en formato texto de esta página es óptimo.
No se detecta ningún placeholder de texto ni imagen.
La cantidad media de palabras por frase es buena: 24.73 palabras.
Frames
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Esta página no utiliza ningún frameset.
Optimización para móviles
(Poco importante)
El valor de la etiqueta viewport es correcto: (width=device-width, initial-scale=1).
Al menos un icono de Apple-Touch ha sido especificado.
Etiquetas Bold y Strong
(Poco importante)
Algunas etiquetas se repiten, como por ejemplo: learner agency.
Algunas etiquetas de negritas son demasiado largas (más de 70 caracteres). Con 204 caracteres:
"the guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ...".
Optimización de imágenes
(Poco importante)
No se detecta ninguna descripción del atributo ALT en 3 imágenes. El contenido de los atributos ALT también es evaluado como texto por los buscadores y es muy importante para la búsqueda de imágenes.
Redes Sociales
(Deseable)
Esta página está perfectamente optimizada para las redes sociales.
Etiquetas markup adicionales
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No se detecta ninguna etiqueta markup (de Schema.org) adicional.
HTTPS
(Poco importante)
El sitio utiliza HTTPS para transferir datos de forma segura.
Todos los archivos incluidos se transfieren a través de HTTPS.

Lista de medios

URLAtributo ALTTítulo
/img/1VbFEtzqQ1-119.svgCarece de atributo ALT
/img/Ec3wTe-Pn8-740.jpegCarece de atributo ALT
/img/ExwRtzlxVj-450.svgCarece de atributo ALT

Estructura de la página

Encabezado H1
(Extremadamente importante)
Search
Más de un encabezado H1.
El encabezado H1 esta compuesto por una sola palabra. Podrías ampliarlo con más información.
El encabezado H1 es demasiado corto (6 caracteres). Debería tener al menos 20 caracteres.
Encabezados
(Importante)
Algunos de los encabezados H se repiten dos veces.
Hay 102 encabezados H en esta página. La cantidad de encabezados debería guardar una mejor proporción en relación al texto.

Estructura de los encabezados

Jerarquía de encabezadosContenido
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 Texto duplicado
H3 Design Multiple Means ofRepresentation Texto duplicado
H3 Design Multiple Means ofAction & Expression Texto duplicado
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) Texto duplicado
H4 Design Options forSustaining Effort & Persistence (guideline 8) Texto duplicado
H4 Design Options forEmotional Capacity (guideline 9) Texto duplicado
H4 Design Options forPerception (guideline 1) Texto duplicado
H4 Design Options forLanguage & Symbols (guideline 2) Texto duplicado
H4 Design Options forBuilding Knowledge (guideline 3) Texto duplicado
H4 Design Options forInteraction (guideline 4) Texto duplicado
H4 Design Options forExpression & Communication (guideline 5) Texto duplicado
H4 Design Options forStrategy Development (guideline 6) Texto duplicado
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) Texto duplicado
H5 Optimize relevance, value, and authenticity (consideration 7.2) Texto duplicado
H5 Nurture joy and play (consideration 7.3) Texto duplicado
H5 Address biases, threats, and distractions (consideration 7.4) Texto duplicado
H5 Clarify the meaning and purpose of goals (consideration 8.1) Texto duplicado
H5 Optimize challenge and support (consideration 8.2) Texto duplicado
H5 Foster collaboration, interdependence, and collective learning (consideration 8.3) Texto duplicado
H5 Foster belonging and community (consideration 8.4) Texto duplicado
H5 Offer action-oriented feedback (consideration 8.5) Texto duplicado
H5 Recognize expectations, beliefs, and motivations (consideration 9.1) Texto duplicado
H5 Develop awareness of self and others (consideration 9.2) Texto duplicado
H5 Promote individual and collective reflection (consideration 9.3) Texto duplicado
H5 Cultivate empathy and restorative practices (consideration 9.4) Texto duplicado
H5 Support opportunities to customize the display of information (consideration 1.1) Texto duplicado
H5 Support multiple ways to perceive information (consideration 1.2) Texto duplicado
H5 Represent a diversity of perspectives and identities in authentic ways (consideration 1.3) Texto duplicado
H5 Clarify vocabulary, symbols, and language structures (consideration 2.1) Texto duplicado
H5 Support decoding of text, mathematical notation, and symbols (consideration 2.2) Texto duplicado
H5 Cultivate understanding and respect across languages and dialects (consideration 2.3) Texto duplicado
H5 Address biases in the use of language and symbols (consideration 2.4) Texto duplicado
H5 Illustrate through multiple media (consideration 2.5) Texto duplicado
H5 Connect prior knowledge to new learning (consideration 3.1) Texto duplicado
H5 Highlight and explore patterns, critical features, big ideas, and relationships (consideration 3.2) Texto duplicado
H5 Cultivate multiple ways of knowing and making meaning (consideration 3.3) Texto duplicado
H5 Maximize transfer and generalization (consideration 3.4) Texto duplicado
H5 Vary and honor the methods for response, navigation, and movement (consideration 4.1) Texto duplicado
H5 Optimize access to accessible materials and assistive and accessible technologies and tools (consideration 4.2) Texto duplicado
H5 Use multiple media for communication (consideration 5.1) Texto duplicado
H5 Use multiple tools for construction, composition, and creativity (consideration 5.2) Texto duplicado
H5 Build fluencies with graduated support for practice and performance (consideration 5.3) Texto duplicado
H5 Address biases related to modes of expression and communication (consideration 5.4) Texto duplicado
H5 Set meaningful goals (consideration 6.1) Texto duplicado
H5 Anticipate and plan for challenges (consideration 6.2) Texto duplicado
H5 Organize information and resources (consideration 6.3) Texto duplicado
H5 Enhance capacity for monitoring progress (consideration 6.4) Texto duplicado
H5 Challenge exclusionary practices (consideration 6.5) Texto duplicado
Algunos textos ancla se repiten más de una vez en varios enlaces.
La cantidad de enlaces internos es adecuada.
Ningún texto ancla es excesivamente largo.
Ningún enlace interno contiene parámetros dinámicos.
Hay 23 enlaces externos en esta página.

Enlaces detectados en esta página

EnlacePropiedadesTexto ancla
https://udlguidelines.cast.org/Texto ancla Skip to main content
https://www.cast.org/Externo Subdominio 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/downloadsTexto duplicado Downloads
/more/udl-goal/learner agency
/engagement/Texto duplicado 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/Texto duplicado 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/Texto duplicado 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...Externo Subdominio Share this page on Facebook
A-TITLE Share this page on Facebook
https://x.com/intent/tweet?tex...Externo Share this page on X/Twitter
A-TITLE Share this page on X/Twiiter
https://www.linkedin.com/share...Externo Subdominio Share this page on LinkedIn
A-TITLE Share this page on LinkedIn
https://www.cast.org/impact/un...Externo Subdominio Universal Design for Learning
http://www.cast.org/Externo Subdominio CAST
/more/udl-goal/The goal of UDL
https://publishing.cast.org/Externo Subdominio CAST Professional Publishing catalog
https://www.cast.org/learn/cou...Externo Subdominio online courses
https://www.cast.org/what-we-d...Externo Subdominio PreK-12
https://www.cast.org/what-we-d...Externo Subdominio Postsecondary
https://www.cast.org/our-work/...Externo Subdominio Workforce and CTE
/more/about-guidelines-3-0/UDL Guidelines 3.0
https://www.cast.org/connect/n...Externo Subdominio View Webinars
/more/udl-goalThe Goal of UDL
/more/about-graphic-organizerTexto duplicado About the Graphic Organizer
/more/about-guidelines-3-0Texto duplicado About the Guidelines 3.0 Update
/more/downloadsTexto duplicado Downloads
/more/research-evidenceTexto duplicado Research
/more/frequently-asked-questionsTexto duplicado FAQ
/more/udl-goal/Texto duplicado learner agency
/engagement/Texto duplicado Engagement
/engagement/interests-identities/Texto duplicado Welcoming Interests & Identities (guideline 7)
/engagement/interests-identiti...Texto duplicado Optimize choice and autonomy (consideration 7.1)
/engagement/interests-identiti...Texto duplicado Optimize relevance, value, and authenticity (consideration 7.2)
/engagement/interests-identiti...Texto duplicado Nurture joy and play (consideration 7.3)
/engagement/interests-identiti...Texto duplicado Address biases, threats, and distractions (consideration 7.4)
/engagement/effort-persistence/Texto duplicado Sustaining Effort & Persistence (guideline 8)
/engagement/effort-persistence...Texto duplicado Clarify the meaning and purpose of goals (consideration 8.1)
/engagement/effort-persistence...Texto duplicado Optimize challenge and support (consideration 8.2)
/engagement/effort-persistence...Texto duplicado Foster collaboration, interdependence, and collective learning (consideration 8.3)
/engagement/effort-persistence...Texto duplicado Foster belonging and community (consideration 8.4)
/engagement/effort-persistence...Texto duplicado Offer action-oriented feedback (consideration 8.5)
/engagement/emotional-capacity/Texto duplicado Emotional Capacity (guideline 9)
/engagement/emotional-capacity...Texto duplicado Recognize expectations, beliefs, and motivations (consideration 9.1)
/engagement/emotional-capacity...Texto duplicado Develop awareness of self and others (consideration 9.2)
/engagement/emotional-capacity...Texto duplicado Promote individual and collective reflection (consideration 9.3)
/engagement/emotional-capacity...Texto duplicado Cultivate empathy and restorative practices (consideration 9.4)
/representation/Texto duplicado Representation
/representation/perception/Texto duplicado Perception (guideline 1)
/representation/perception/cus...Texto duplicado Support opportunities to customize the display of information (consideration 1.1)
/representation/perception/way...Texto duplicado Support multiple ways to perceive information (consideration 1.2)
/representation/perception/per...Texto duplicado Represent a diversity of perspectives and identities in authentic ways (consideration 1.3)
/representation/language-symbols/Texto duplicado Language & Symbols (guideline 2)
/representation/language-symbo...Texto duplicado Clarify vocabulary, symbols, and language structures (consideration 2.1)
/representation/language-symbo...Texto duplicado Support decoding of text, mathematical notation, and symbols (consideration 2.2)
/representation/language-symbo...Texto duplicado Cultivate understanding and respect across languages and dialects (consideration 2.3)
/representation/language-symbo...Texto duplicado Address biases in the use of language and symbols (consideration 2.4)
/representation/language-symbo...Texto duplicado Illustrate through multiple media (consideration 2.5)
/representation/building-knowl...Texto duplicado Building Knowledge (guideline 3)
/representation/building-knowl...Texto duplicado Connect prior knowledge to new learning (consideration 3.1)
/representation/building-knowl...Texto duplicado Highlight and explore patterns, critical features, big ideas, and relationships (consideration 3.2)
/representation/building-knowl...Texto duplicado Cultivate multiple ways of knowing and making meaning (consideration 3.3)
/representation/building-knowl...Texto duplicado Maximize transfer and generalization (consideration 3.4)
/action-expression/Texto duplicado Action & Expression
/action-expression/interaction/Texto duplicado Interaction (guideline 4)
/action-expression/interaction...Texto duplicado Vary and honor the methods for response, navigation, and movement (consideration 4.1)
/action-expression/interaction...Texto duplicado Optimize access to accessible materials and assistive and accessible technologies and tools (consideration 4.2)
/action-expression/expression-...Texto duplicado Expression & Communication (guideline 5)
/action-expression/expression-...Texto duplicado Use multiple media for communication (consideration 5.1)
/action-expression/expression-...Texto duplicado Use multiple tools for construction, composition, and creativity (consideration 5.2)
/action-expression/expression-...Texto duplicado Build fluencies with graduated support for practice and performance (consideration 5.3)
/action-expression/expression-...Texto duplicado Address biases related to modes of expression and communication (consideration 5.4)
/action-expression/strategy-de...Texto duplicado Strategy Development (guideline 6)
/action-expression/strategy-de...Texto duplicado Set meaningful goals (consideration 6.1)
/action-expression/strategy-de...Texto duplicado Anticipate and plan for challenges (consideration 6.2)
/action-expression/strategy-de...Texto duplicado Organize information and resources (consideration 6.3)
/action-expression/strategy-de...Texto duplicado Enhance capacity for monitoring progress (consideration 6.4)
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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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