True/False
1.Manyclassroomstodaylimitthefullparticipationofmanystudentswholearndifferentlybyrelyingononlyoneway
toplan,deliver,engagein,andassesslearning.
a.True
b.False
2.Universaldesignforlearning(UDL)canbestbedefinedasamethodforensuringthatallschoolbuildingsbecome
wheelchairaccessible.​
a.True
b.False
3.Whenanobjectissoldencasedinplasticthatisextremelyhardtoopen,therearenoinstructionsonhowtoopenit
easily,anditeventuallyrequirestheuseofasharpobjecttoprytheplasticapart,itisapparentthatthedesignerofthe
packaginghasfailedtoadheretomostofthesevenprinciplesofuniversaldesign.​
a.True
b.False
4.Thesevenprinciplesofuniversaldesigncanonlybeappliedtobuildingsandobjects,nottoteachingandlearning.
a.True
b.False
5.Brain-basedresearch,studiesonmultipleintelligences,learningstyles,anddifferentiatedinstructiontellusthatthere
areno“regular”students.​
a.True
b.False
6.Alearner’suseofstrategicsystemsincreaseswhenthetaskisactive,interesting,andpairedwithbothpositiveand
correctivefeedback.
a.True
b.False
7.Althoughitmighttakesomestudentslongerandsomemayneedmoresupport,EVERYstudentcanmakegains.​
a.True
b.False
8.Althoughlittleevidenceexiststosupporttheeffectivenessofteachingtolearningstyles,manyresearchersstillthink
thenotioncanbehelpfulinaninformalway.​
a.True
b.False
9.Researchhasshownthatthefewermodalitiesthatareactivatedtoreceiveinformation,thebetterthechancethat
meaningfullearningwilloccur.​
a.True
b.False
10.Multiplemeansofexpressionaccommodatesthestrategicandmotorsystemsbyreflectingondifferentwaysstudents
respondtoinformationtheyhavereceived.​
a.True
b.False
MultipleChoice
11.FollowingpassageoftheAmericanswithDisabilitiesAct(ADA)in1990:​
a.​manyexistingschoolswereretrofittedtomeettheADArequirements.
b.newbuildingsweredesignedtomeetADArequirements,butexistingoneswereexempt.​
c.discriminationagainstindividualswithdisabilitiesended.​
d.legislatorsworkedtoamendthelawtoincludetheprivatesector.​
12.Thetermuniversaldesignoriginallycamefromthefieldof:​
a.​medicine.
b.​architecture.
c.​education.
d.​business.
13.RonMace,whocreatedthetermuniversaldesign,promotedtheideathatifanaccessibledesigniscreatedand
implementedrightfromthestart:
a.​theADAwouldbecomeunnecessaryandcouldberepealed.
b.noonewouldneedtouseassistivetechnology.
c.individualswhousewheelchairswouldnolongerneedassistance.​
d.timeandmoneywouldbesavedinthelongrun,andindividualswithdisabilitieswouldbenefit.​
14.Whenawaterfountainisinstalledinabuildingataheightthatcanbeaccessedbypersonsofallages,includingthose
whomayuseawheelchair,walker,etc.,theyhaveadheredtowhichofthesevenprinciplesofuniversaldesign?​
a.​Equitableuse
b.​Complexuse
c.​Perceptibleinformation
d.​Toleranceforindividualswithdisabilities
15.Principlesofuniversaldesigncanbenefitstudentswithawidevarietyofneedsintheclassroom.Forexample,
recordedbooksdesignedforstudentswhoareblindmayalsobenefitstudentswho:​
a.​arestrugglingreaders.
b.havedifficultyattendingtowhattheyread.​
c.“read”whiletheyareoutsidewalkingorridingtheirbikes.
d.Alloftheanswerchoicesarecorrect.​
16.UDLresearchhassuggestedthat_________formatsincreaseouroptionstoaccessthetext.​
a.​paperandpencil
b.digital​
c.​colorfulprint
d.​largeprint
17.Inordertothinkabouthowthebrainworks,CASTsuggestsusingthefollowingthree-partframework.​
a.​Recognition,strategic,andeffectivesystems
b.Recognition,random,andaffectivesystems​
c.Recognition,strategic,andaffectivesystems​
d.Recognition,strategic,andobjectivesystems​
18.Ifwevisualizethebrainasafilingcabinet,theinformationstoredtheremustfirstbereceivedthrough
____________beforewecanfileit.​
a.​anaffectivechannel
b.anintellectualchannel​
c.thefrontallobe​
d.asensorychannel​
19.ThepartofCAST’sthree-partframeworkforunderstandinghowthebrainworks,referredtoasthewhatoflearning,
is:
a.​thestrategicsystem.
b.therecognitionsystem.​
c.theaffectivesystem.​
d.metacognition.​
20.__________systemsarelocatedinthefrontallobesintheanteriorofthebrainandareusedtoconstructmeaningas
wellassortandclassifyinformationthatisreceived.​
a.​Recognition
b.Sensory​
c.Affective​
d.Strategic​
21.WhichofthefollowingisNOTanexampleofastudentputtingtheirbrain’sstrategicsystemintopractice?​
a.​Astudentgivingaspeech
b.AstudentrecallinghowproudhisgrandmotherwaswhenhemadetheHonorRolllastyear​
c.Astudentsolvingageometryproblem​
d.AquarterbackcompletingapassattheFridaynightgame​
22.ThepartofCAST’sthree-partframeworkforunderstandinghowthebrainworksreferredtoasthehowoflearning
isthe_______________system.​
a.​affective
b.recognition​
c.​reflective
d.​strategic
23.TheworkofVygotskynotonlysupportsCAST’sframeworkonhowthebrainworks,buthiszoneof__________
theoryhasrelevancetouniversaldesignaswell.​
a.​learningdevelopment
b.proximaldevelopment​
c.developmentallearning​
d.approximatelearning​
24.AccordingtoVygotsky,theskilledteacherwillfindalevelatwhichtoteachachildthatisnottoohard,nortooeasy,
butisjustrightforengagingthestudentinmeaningfullearning.Whenstudentsareengagedwithinthiszone,
motivationtendsto:
a.​decrease.
b.increase.​
c.remainconstant.​
d.vanish.​
25.Whenanindividualcanstarttothinkabstractlyandiscapableofreasoningandasking“whatif”typequestions,
Piagetwouldsaytheyareinthe_____________stageofdevelopment.​
a.​sensorimotor
b.preoperational​
c.​concreteoperational
d.​formaloperational
26.Cognitivepsychologist_____________iscreditedwiththeideaofaspiralcurriculum,whichprovidesthebasic
ideasofasubjectthatstudentsrevisitfrequentlyanduseasaspringboardformoreadvancedlearning.​
a.​HowardGardner
b.LevVygotsky​
c.JeromeBruner​
d.BenjaminBloom​
27.WhenBloom’staxonomyisappliedwithinuniversallydesignedlearningenvironments,​
a.​studentsmustsequentiallygothrougheachstageofBloom’staxonomy.
b.moststudentswillbenefitfromworkingononlyonelevel,particularlyhighachievingstudents.​
c.​onlystudentsatthehigheststagesofdevelopmentwillhavetheabilitytosolveproblems.
d.​studentsdonotneedtoprogresssequentiallyfromthelowesttohigheststage.
28.Thetheoryofmultipleintelligenceswasdevelopedby:​
a.​Vygotsky.
b.Piaget.​
c.Bruner.​
d.​Gardner.
29.Recentstudiessuggestthatasmanyas90%ofstudentstodayarelikelytohavealearningpreferenceforthe
_________mode,indicatingthatthepercentageofstudentswiththislearningpreferencehasnearlydoubledoverthe
past10years.​
a.​auditory
b.kinesthetic​
c.visual​
d.tactile​
30.Proponentsofusinglearningpreferencesasassessmentandteachingtoolssuggestthatstudentswhotendtobe
logicalthinkersandworkbestinasequentialmanneraremore_________learners.​
a.​tactile-kinesthetic
b.​visual-verbal
c.​auditory-verbal
d.​visual-nonverbal
31.ThethreeessentialqualitiesofUDLincludeallofthefollowingEXCEPTmultiplemeansof:​
a.​representation.
b.engagement.​
c.expression.​
d.reflection.​
32.TheteacherwhoprovidesanoutlineofthelectureinadvanceandusesPowerPointduringthelecturehasinfused
multiplemeansof___________________intotheinstruction.​
a.​representation
b.engagement​
c.expression​
d.reflection​
33.Offeringstudentsalternativeapproachestorespondingtoinformationtheyreceiveencouragesthemtothinkabout
theirthinking,ortoengagein_________________.​
a.​meta-analysis
b.multimedia​
c.​metacognition
d.​multiplication
34.WhichofthefollowingisNOToneofthethreebasiccomponentsofdifferentiatedinstruction?​
a.​Contentorwhattheteacherplanstoteach
b.Processorhowthestudentswilllearnthecontent/skills​
c.​Productorhowthestudentswillbeassessed
d.Researchorwhatevidenceexiststovalidatethelessonplanning​
35.UniversalDesignforLearning(UDL):​
a.​resultsinthecurriculumbeing“watereddown.”
b.isaninstructionalsourcethatoffersflexibilitytomaximizethenumberofstudentswhosuccessfullyengagein
meaningfullearninginanycourseofstudy.​
c.onlyholdsthebrighteststudentstoathesamehighstandard.​
d.offersa“onesizefitsall”approachtoinstructionandevaluation.​
SubjectiveShortAnswer
36.Whatproductsdoyouroutinelyusethatreflecttheconceptsofuniversaldesign?Inwhatenvironmentalsettingsdo
youencounteruniversaldesign?
37.DescribehowwecanapplyCAST’sthree-partframeworkofhowthebrainworkstocreatinginstructionand
assessmentthatarebasedontheprinciplesofUDL.
38.Howdothevariouscognitive-sociallearningtheoriesrelatetotheconceptofUDL?​
39.WhatimplicationsforUDLdidthetheoriesofBrunerandBloomcontribute?​
40.AlthoughPiagetimpliesthatstudentsmustgothroughonestagebeforeadvancingtoanother,itmaybepossible,and
insomecasesdesirable,toskiporbypassastepandtakeanalternativeroutewhenthestudentisnotabletomaster
thatstep.Giveanexampleofcircumstancesunderwhichthiswouldbeagoodstrategytoemploy.
Essay
41.Describethewaysinwhichschools/classroomscanembracetheprinciplesofuniversaldesigntomakelearningmore
accessible.​
42.WhichtwotheoriststoyouthinkhavehadthebiggestimpactontheconceptofUDL?Besuretoincludearationale
foryourchoiceaswellasdescribehowtheycontributedtoessentialelementsthatunderpintheconceptsthatmake
upUDL.