1. Cathy Jenner Candyce Engquist-Rennegarbe Renton Technical Tacoma Community College College

3. "Universal design seeks to encourage attractive, marketable products that are more usable by everyone. It is design for the built environment and consumer products for a very broad definition of user." - Ron Mace 1941-1998 Ron Mace, founder and program director of The Center for Universal Design, N.C.

4. Build in the supports needed to remove as many barriers to learning for as many students as you can.

5. Multiple means of:  Representation  Engagement  Expression From www. CAST.org

6. 1.Accessible 2.Consistent 3.Flexible 4.Explicit 5.Supportive 6.Minimizing physical effort 7.Effective learning space

7. Affective Network: Why? Strategic Network: How? Recognition Network: What?

9. TOP TEN LIST

10. 10. Repeat comments made and questions asked by other students in class before responding. 9. Mention flexible seating. Let students know up front that they are allowed to move around in the classroom at low impact times. 8. Identify learning styles. Use inventories and accompanying specific learning strategies.

11. 7. Provide electronic resources when possible for students to use in learning outside of the classroom. 6. Use more than one mode of assessing what students know (test, project, group work, etc.)

12. 5. Use more than one mode of presenting information (internet, video, lecture, activities) – never just one. 4. Provide materials for review before and following class presentations – materials provided by teacher or students. 4. Provide materials for review before and following class presentations – materials provided by teacher or students.

13. 3. Standardize the use of color of fonts, background/paper or markers to help students organize. 2. Publish the schedule for each lesson directly before teaching the lesson. State essential concepts when possible. Establish big picture and meaning.

14. 1. Use larger fonts whenever possible (14 point) – especially on tests!