Inclusive Learning and Educational Equity 5

Table 2.2 (continued)
2 The Goal of the Universal Design for Learning: Development of All to Expert…

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Table 2.2 Qualities of resourceful and knowledgeable expert learners
Qualities 1
Qualities 2
Qualities 3
1. Perceives (accesses and 
adjusts information 
through different 
modalities)
1.1. Chooses ways to 
display information
1.1.1. Perceives information clearly
1.1.2. Makes connections within and 
between concepts effectively
1.2. Uses alternatives for 
auditory information
1.2.1. Uses text and visual equivalents 
and written transcripts when needed
1.2.2. Uses visual analogues to represent 
emphasis.
1.3. Uses alternatives for 
visual information
1.3.1. Uses text or sound descriptions for 
images, graphics, video, or animations
1.3.2. Uses touch equivalents
1.3.4. Uses physical objects and spatial 
models
2. Masters language and 
symbols (recognizes and 
memorizes language 
symbols in learning 
materials and internalizing 
them for thinking on)
2.1. Understands the 
vocabulary and symbols
2.1.1. Associates representations of their 
meaning
2.1.2. Connects vocabulary and symbols 
to their experience and prior knowledge
2.1.3. Uses graphic symbols with 
alternative text descriptions
2.1.4. Transforms complex information 
to simpler ones
2.1.5. Searches for support when facing 
unfamiliar information
2.2. Understanding the 
syntax and structure
2.2.1. Combines single elements of 
meaning to make new meanings
2.2.2. Understands the rules, structures, 
and structural relations
2.2.3. Makes connections to previously 
learned structures
2.2.4. Makes relationships between 
elements
2.3. Employs the 
decoding of the 
information
2.3.1. Decodes information presented in 
an encoded format
2.3.2. Comprehends and processes 
information
2.3.3. Uses the lists of key terms
2.4. Understands across 
languages
2.4.1. Uses both domain-specific and 
standard terms.
2.5. Illustrates through 
multimedia
2.5.1. Uses multimedia to make 
information more understandable and 
accessible
(continued)
J. Navaitien
ė and E. Stasiūnaitienė

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