The Principles of Learner-Centered Education,
per Learner-Centered Task Force, University of Missouri-Columbia Meeting, April 19, 2004.

Principle	Examples	Relationship w/Adaptive Computing or Other Assistive Tech Accommodations
Varied instructional design: Instruction designed to be useful and accessible to all students. Alternating delivery of material taking into account the need for information to facilitate capacity of the brain to process information.	Syllabus, assignments and outlines on Blackboard, WebCT, print version, oral and visual, tactile methods, songs, small group.
Flexibility: Allows students options in use of instructional materials, testing, assignments, and in-class activities.	Create 30 minute test and allows all to take as long as needed, allow students choice in project design.
Recognition of importance of prior knowledge and to other coursed in discipline: Instruction is straightforward & eliminates unnecessary complexity. Explain concepts simply without assuming prior knowledge.	Pre-testing to assess prior knowledge, activating prior knowledge when introducing new knowledge. Overtly states areas of prior knowledge needed for class and provides means of accessing information and help to “catch up.”
Clear expectations and objectives: Necessary information is communicated clearly.	Provide study guide, clear learning objectives.
Awareness/appreciation for varied rate of learning acquisition: Instruction anticipates variation in individual learning pace.	Give multiple examples from varied concepts and use variety of methods. Repetition and spaced retrieval of information over time, reinforcement of prior learning.
Be selective: Instruction selects core objectives and teaches from these.	No reason for rote-memorization of non-essential information. Focus on core tasks rather than non-essential.
Size and space for approach and use: Instruction designed with consideration for students with varying body size, posture, mobility, sensory and communication needs	Classroom size, desks/tables, acoustics, and lighting accessible to all students.
Interactive learning: Promotes purposeful interaction and communication between and among students/faculty	Group learning, peer teaching, group projects, problem-based learning tied to core course goals and objectives.
Treat students as human, equal cultural beings: Instructions designed to be inclusive and respectful of cultural differences	Engage students outside of classroom, reveal human side; embrace equal people in different roles.

Reference: Scott S, McGuire, J & Shaw S. Center on Postsecondary Education and Disability. University of Connecticut, 2001.