Towards a More Inclusive Learning Environment: The Importance of Providing Captions That Are Suited to Learners' Language Proficiency in the UDL Classroom.

Captions have been found to benefit diverse learners, supporting comprehension, memory for content, vocabulary acquisition, and literacy. Captions may, thus, be one feature of universally designed learning (UDL) environments [1, 4]. The primary aim of this study was to examine whether captions are always useful, or whether their utility depends on individual differences, specifically proficiency in the language of the audio.

Implementing Universal Design and the ICF in Higher Education: Towards a Model That Achieves Quality Higher Education for All.

The landmark UN 2030 Agenda for Sustainable Development Goals (SDGs) for the first time explicitly makes reference to the inclusion of the needs and capacities of all persons, on equal grounds, in the planning of our built environment and services (Goal 11) and in our quality educational systems (Goal 4). Accessibility and inclusion of all people in vulnerable situations, including people with disabilities, provides a strong benchmark for sustainability. Accessibility and Inclusion in higher education are the topic of an increasing number of studies, however, there is no existing common set of multidomain indicators for Inclusion available to the multiple stakeholders involved in higher education.

When two and too don't go together: a selective phonological deficit sparing number words.

We report the case of an Italian speaker (GBC) with classical Wernicke's aphasia syndrome following a vascular lesion in the left posterior middle temporal region. GBC exhibited a selective phonological deficit in spoken language production (repetition and reading) which affected all word classes irrespective of grammatical class, frequency, and length. GBC's production of number words, in contrast, was error free.

A dedicated neural mechanism for vowel selection: a case of relative vowel deficit sparing the number lexicon.

We report the case of an Italian speaker (GBC), with classical Wernicke's aphasia following a vascular lesion in the posterior middle temporal region. GBC exhibited a selective deficit in spoken language production affecting vowels more than consonants. In reading from a newspaper, GBC substituted vowels for other vowels from the Italian inventory at a rate of 7/1 compared to consonants.