Title: The guidelines
Course: UDL & online special education > Section: 4. The guidelines

Introduction. Guideline 1: Perception

Introduction

The COVID-19 pandemic

In December 2019, Chinese officials detected the first human cases of infection with a new coronavirus, dubbed SARS-CoV-2, in the city of Wuhan. On January 30, the World Health Organization (WHO) declared the outbreak a Public Health of International Concern and, six weeks later, recognized it as a pandemic. Since then, all countries have been affected by the virus, with severe consequences for all sectors of society (e.g. commerce, industry, travel). In this document, we address the consequences for education.

In March 2020, due to the spread of the SARS-CoV-2 virus around the world, many countries declared temporary lockdowns to protect the population. Since then, more than 180 countries have closed schools, and at the height of the pandemic, more than 85 percent of the world's school students were out of school (World Bank, 2020).

School closures have had a major impact on the lives of all students, but students with special educational needs and disabilities (SEN) have been particularly affected by the lockdowns and the resulting transfer of the educational process to online education (OECD , 2020). Indeed, distance education often excluded children and young people with disabilities, preventing access to their support persons, altering their routines and individualized teaching, with serious consequences on their mental health (Uldry & Leenknecht, 2021) .

The SUCCESS Project

The SUCCESS Project ‒ “Supporting success for all – Universal Design Principles in Digital Learning for student with Disabilities” ‒ aims to support teachers and carers working with students during the lockdown, when digital tools and distance learning are the only means available to attend classes and interact with peers. The SUCCESS project consortium is composed of six institutions: research centres, universities and one NGO, representing five European countries (Greece, Italy, Lithuania, Poland, Portugal). The consortium is strengthened by its associated partners: universities in Spain, the pan-European association GÉANT and schools. The project aims to provide guidelines and a self-learning online course based on the principles of Universal Design for Learning, as well as an e-learning platform and a networking center capable of supporting the work of teachers and healthcare professionals when needed.< /span>

The organization of support systems in Europe

European education systems, considering that the segregation of children with SEN is associated with lapsed learning opportunities, have moved from segregation-based education to a system inclusive education (Council of Europe, 2017). The most recent data collected and analyzed by the European Agency for Special Needs and Inclusive Education (2018 Cross-Country Report, 2020) shows that the percentage of students officially receiving special educational needs in the international dataset is on average 4 .75% in primary and lower secondary and 2.41% in upper secondary. More importantly, the dataset shows that 97.83% of students enrolled in formal education settings (primary and lower secondary) attend mainstream classes at least 80% of the time. Upper secondary levels follow the same trend, with 96.88% of students enrolled in formal educational settings attending mainstream classes at least 80% of the time.

These numbers show that European countries are following the two-pronged approach to inclusive education, proposed by the World Bank (World Bank, 2020), which includes two fundamental principles:

1. Education systems must ensure that traditional educational programs are designed for ALL students.
2. Education systems need to develop targeted support to address the specific needs of children with disabilities.

This two-track approach resonates with multilevel support systems (MTSS) models, an approach that shifts focus from a placement question (where should students be taught?) to an equity issue ( how can supports and services be used to respond to the needs of each student?). Or, in another perspective, no longer "what is this student's problem" but "what are the abilities of this student and how can we, as educators, support his learning" (Sailor et al., 2018). Multi-Tiered System of Supports (MTSS) models are underpinned by an organization of existing resources in the school, providing a continuum of interventions with increasing levels of intensity and individuality. The most common MTSS templates are organized into three levels: a universal level, intended for ALL students; and two levels of support dedicated to those students who, even with a universal high-quality offer, require additional resources or individualized attention (Santos et al., 2021).

Objectives and scope of application of these Guidelines

The guidelines presented in this document are a product of the SUCCESS project and their existence is due to the needs highlighted during the COVID-19 pandemic. Indeed, it is widely recognized that the transfer of the educational process to online platforms has been problematic for all students, but particularly for students with SEN due to: (1) barriers to interacting with technology; (2) reduced access to educational supports and individualized learning interventions and (3) loss of social connections (Sharma & May, 2020).

Therefore, the "inherent insufficiency" (Rodrigo Mendes Institute, 2020) of distance education for students with SEN cannot be avoided. These guidelines are intended to provide a set of instructions and tips for increasing the quality of online education for students with SEN, recognizing that in a lockdown situation it is the best available option.

An important issue, addressed in many international reports and position papers, addressed by policy measures in many countries, is access to the technological resources needed to pursue online education (e.g., laptop, tablet, internet connection Internet). These guidelines will not address this issue and will assume that the basic conditions for online education are in place: a device, such as a laptop or tablet, an internet connection, a camera, to participate in online classes, take photos or record videos , and a telephone connection. Some students, due to their disability, will also need assistive technology to interact with computers. This is an important point, but it won't be addressed here. Our focus will be on pedagogical design and resource creation for an inclusive online educational process, assuming the existence of the basic conditions mentioned above.

A key issue in implementing online learning for students with additional support needs is the recognition that in many cases the pedagogical relationship will require the participation of a delegate, someone who can assist students in the presence. This delegate, usually a parent, sibling, or other caregiver, is an important, albeit untrained and often unprepared member of the team. Therefore, we will also provide guidelines for developing a pedagogical team that includes parents and guardians in the distance education offer.

The guidelines will be structured in two parts, considering the two-track approach (World Bank) and multilevel support systems (MTSS): First, we will provide guidelines for the implementation of educational practices in the inclusive virtual classroom , following the Universal Design for Learning framework and, in a second part, presenting guidelines for providing personalized supports in an online environment.

1. Guideline 1: Perception

Interact with flexible content that does not depend on a single sense such as sight, hearing, movement or touch.

1. Offer customized ways of presenting information

Experimental studies on the possibility of customizing presentation of information focus on the advantages of editable graphics, layout, color display and large print. However, experimental research on this topic, at least as far as learning as an outcome is concerned, is limited. Few studies have explored the benefits of adjustable size of text and images, of the range of speech and sound, of the contrast between background and text or image, of color, etc. The reviews and scholarly opinions provide a perspective based on the class about the benefits of a presentation customizable. Also included in this list are web accessibility guidelines.

2. Offer alternatives for auditory information

The experimental studies listed below are focused on the learning benefits that come from providing alternatives for information presented primarily in auditory manner. Most of the experiments illustrate the advantages of subtitle and bimodal presentation of information. Scholarly reviews and opinions provide perspectives especially on the benefits of alternatives to auditory information at the school level.

3. Offer alternatives for visual information

The experimental evidence supporting the possibility of providing alternatives for visual information is more extensive than all the indicators foreseen by the guidelines "Provide options for perception". Below are evidence that illustrate the benefits of text-to-speech, presentations audiovisual and Braille. The reviews and opinions of scholars provide a focused perspective predominantly on the classes and advantages of alternatives for visual information.

4. Features and useful tips of this guideline

The video lesson describes and illustrates the main characteristics and advice considered within this first line which concerns the perceptive aspects:

Guideline 2: Provide information about language and symbols

1. Clarify vocabulary and symbols

The use of unfamiliar words or symbols creates obstacles for the individual or barriers to understanding and learning. Most of the experimental studies listed here evaluate the effectiveness of the various tools and strategies aimed at reducing these barriers and/or at building knowledge of the vocabulary. Other experimental studies focus on supporting the understanding of symbols that the students encounter in their learning (for example, interpretation of graphs and maps, "reading" images and signs, etc.) Scholarly analyzes and opinions provide more school-based perspective to support vocabulary development and symbol interpretation. Some articles focus on the development of acquiring a vocabulary in a second language. For more comprehensive information on learning a second language, it is advisable to also consult the references to the "Options that promote interlinguistic understanding".

2. Clarify syntax and syntactic structure

In relation to the particular structure in which the information is presented, this creates the conditions of its processing or the "cognitive load". The needs of the specific structure in which the information is  presented create barriers; obstacles that are much more problematic for some students than for others. Most experimental studies on syntax clarification and of structure focus on the effectiveness of various tools and strategies to support understanding of syntactic and structural relationships by students. Much of research comes from the study of neural bases and examines how syntactic processing occurs in brain processes. Scholarly reviews and opinions allow you to have a school-level perspective based on students' awareness of syntax and structure.
of students.

3. Facilitate the decoding of texts, mathematical notations and symbols

Language and numbers must be encoded with symbols visuals to make them accessible in text format. This raises a new issue - the decoding of symbols - which is trivial for many students, for some it raises barriers significant. Most of the experimental studies focus on the effectiveness of systems; ">automatic text-to-speech for students who have particular difficulty decoding handwriting. According to studies, lack of fluency in reading acts as a barrier understanding and decoding support can facilitate students access to content. Research on automatic  text-tospeech continues to grow, and we hope to extend this bibliography as more studies become available. There are also limited studies on the effectiveness of notation decoding support math (Mathematical Markup Language, or "Math ML"), as this is still an emerging area. Even in this case, we hope to expand the list as you complete searches. The reviews and opinions of scholars provide more perspectives in class to demonstrate that decoding support is useful to students. Also included in this list are specifications that define MathML.

4. Promote understanding between different languages

Regarding actions to foster understanding between different languages,  While students come to school with many backgrounds linguistic differences, the language of instruction is typically only in Italian and this raises barriers for many. The most experimental studies on the promotion of interlingual understanding here listed(37) focus on the effectiveness of various tools and strategies to support students' acquisition of a second language, usually English, and go through a range of < /span>approaches such as multimedia support, support integration lexical, creating peer supporting templates, etc. scholars' evaluations and analyzes and student testimonials offer aclassroom-focused perspective to support second language learning. Some of the articles in this list focus on vocabulary support. For a more comprehensive list of references on developing the vocabulary, please also explore the related articles to"clarify vocabulary and symbols".

5. Expose information through multiple means of communication

In formal education, there is a marked tendency to present most content in linguistic format, particularly in printed text format. Many students for whom language is not a strong point particularly they therefore face persistent barriers >not experienced by others. Experimental studies on the possibility of illustrating key concepts in a non language listed here embrace a series of means of communication. There is extensive research supporting presentation of content through a variety of formats: video, diagram, image, music, animation, and more. Scholarly evaluations and analyses, and students' opinions provide a perspective based on the importance of using a variety of means of communication to transmit content to students.

6. Features and useful advice of this guideline

The video lesson describes and illustrates the main features and advice considered within the second line which concerns the aspects relating to how to give information about language and symbols:

Guideline 3: Provide opportunities for all students to understand

Building meaning and generating new knowledge.
The purpose of education is not just to make information content accessible, but rather to teach students how to transform available information into usable knowledge.

1. Build links to previous knowledge and experience

Learning can be cognitively challenging when it requires a specific core competency in order to be assimilated and when opportunities are not provided for individuals who differ in their access to this basic knowledge. These barriers can be reduced when options are available that provide or activate needed prior knowledge, or that link to information previously acquired in other contexts. Experimental and quantitative evidence suggests the effectiveness of strategies such as preparatory instruction, advanced organizers, analogies and metaphors to activate students' knowledge base.

2. Clearly identify relevant characteristics, key points, main ideas and their relationships

Collect meaningful information and relate it to the learning objective.

Learning can be cognitively daunting when it requires the ability to select and prioritize many items or resources, and when there are no opportunities for individuals to they differ in this capacity. One of the most effective ways to make information more accessible is to provide explicit directions or suggestions that help individuals deal with the most important information and avoid the less significant ones. Recent experimental and quantitative evidence reveals the effectiveness of strategies such as the use of graphic organizers, advanced organizers, multiple analogies and examples, and study guides to emphasize key ideas and connections.

3. Guide the processing, representation and management of information

Support the process of making sense through models, supports and feedback.

Learning can be cognitively unattainable when successful learning requires specific information processing strategies and when there are no opportunities for individuals who lack of such strategies. As new concepts are introduced, experienced students use previous knowledge and experience to facilitate their information processing. However, many students lack the experience and skills to guide their learning. These students can benefit from clear indications and procedures regarding the strategies to be adopted for the selection and management of information, so that they can be better summarized, categorized, classified, hierarchized, contextualized and remembered. Experimental and quantitative research suggests that strategies such as explicit hints, graphic organizers, concept maps, strategic instruction, and breaking information into smaller elements serve to increase student achievement. Scholarly reviews and expert opinions provide a more classroom-based perspective to effectively guide students' information processing.

4. Optimize transferability and generalization

Apply learning to new contexts.

Learning can be difficult to reach from cognitive point of view when it requires ability to working memory or long-term memory and when there are no choices for students with dissimilar memory skills. Some students need specific aids for memory, the transfer process and to improve their cognitive level: Memory and transfer aids include techniques that are designed to increase information retention and which prompt and guide students to use specific mnemonic strategies. Experimental and quantitative research supports the effectiveness of strategies such as strategic note-taking, the use of visual imagery, and targeted teaching to support memory and transferability. Scholarly reviews and expert options provide a oriented perspective on teaching strategies to support memory and transfer in the classroom.

5. Features and useful tips of this guideline

The video lesson describes and illustrates the main characteristics and advice considered within the third line which concerns the aspects relating to how to offer all students the opportunity to understand:

Guideline 4: Anticipate different opportunities that involve movement

Interact with accessible materials and tools.

A hard-copy textbook or guide offers limited possibilities for movement and physical interaction (for example, turning pages, handwriting in the spaces provided). Even many interactive educational software provides only limited means of movement or interaction (for example, using a joystick or keyboard). The ability to move and interact in these limited ways will raise barriers for some students with physical disabilities, blindness, dysgraphia, or who need various types of executive function supports.

1. Vary the ways of answering and consulting

Interact with tools and environments that make learning physically accessible to all.

Most experimental studies on providing alternatives in physical response mode focus on the learning enhancements made possible by providing the keyboard and the possibilities of speech recognition for different types of students: typically, students who are not achieving, or, with a high frequency, students who have learning difficulties (e.g. dyslexia) or students who have specific writing difficulties (e.g. eg dysgraphia). Conversely, there is no experimental research demonstrating evidence of improved learning for students with severe motor disabilities. This is surprising, as the benefits of physical and motor options (e.g., expanded keyboards, one-switch devices or other assistive technologies, etc.) for students with physical disabilities are typically considered the most appropriate options. These advantages are undoubtedly considered so evident as to make the realization of experimental studies aimed at learning useless. Scholarly reviews and opinions are mainly limited to comparative analyzes of advances in mobility and dexterity tools and techniques, rather than learning improvements.

2. Optimize access to supporting tools and technologies.

Open the door to learning with accessible tools and devices.

Research evidence in this category is very small and undoubtedly suffers from the same apparent connotation of "obvious validity" as the advantages in terms of "response and action". For students with physical and mobility disabilities, the benefits of providing alternative tools and assistive technologies are so clear that researchers have not adequately studied their real learning benefits. The researches available are also widely diverse in the types of options provided (for example, toggle options, overlays, alternate keyboards, etc.). Scientific reviews are more often dedicated to highlighting best practices and comparing techniques.

3. Characteristics and useful advice of this guideline.

The video lesson describes and illustrates the main characteristics and advice considered within the third line which concerns the aspects relating to how to foresee different opportunities concerning movement:

Guideline 5: Offer different alternatives for expression and communication

There is no medium of expression that is equally suitable for all students or for all types of communication. On the contrary, there are means of communication that seem ill-suited for some languages and for some types of learning. While a student with dyslexia may excel at telling a story orally, she may be hesitant about telling the same story in writing. It is important to provide alternative modes of expression, both in terms of starting conditions among students and to allow the student to adequately (or easily) express knowledge, ideas and concepts in the learning context.

1. Use multiple means of communication

Express learning with maximum flexibility.

Learning to communicate effectively through writing is one of the most demanding challenges for any student, but for some, learning to write can involve significant barriers or limitations. The experimental studies collected here provide evidence of the benefits of offering different means of expression for some or all students. The benefits of using a wider range of media - including word processing, audio, video or film recording, multimedia products, images, drawing, animation, graphics - are that you can build a certain fluency with a wider range of possibilities, which better prepares all students to have the communication skills they will need in the 21st century, while providing viable alternatives for those students who have persistent difficulties with written expression. The reviews and opinions of scholars provide further arguments to explain why it is important to expand the media available to our classrooms.

2. Use different tools for production and composition

Share thoughts and ideas using tools that support the achievement of the learning objective.

Many students have difficulty mastering the basic communication and problem-solving tools that are most commonly used in the classroom: pencils, pens, brushes, chalk, rulers, and so on. The difficulties are not limited to the concrete use of these tools, but to their effective integration in communication and expression. The experimental studies examine the usefulness of proposing the most innovative and most current solutions that should be available in the classrooms and workplaces of the 21st century: word processors including spelling and grammar checkers, calculators, word prediction programs, speech recognition software, etc. This research examines the usefulness of these options for students who experience language difficulties, executive function disorders - and for students who want to achieve their goals. Scholarly reviews and opinions examine many of the same tools of expression listed in the experimental studies; however, scholarly assessments and observations provide a broader insight into how to use those tools at the school level.

3. Build good skills with gradual levels of support that promote study and effective performance.

Progressively apply and phase out prompts to foster independent learning.

Developing competence and mastery in expressing or solving problems requires a long and guided apprenticeship for any learner, and a much longer or more guided apprenticeship for some. The experimental studies listed below examine the benefits of providing various types of support and aids during such an apprenticeship. They include two main categories of tools:

• models and demonstrations leading to successful practice (including examples, hands-on experiments, animations or human mentors, tutorials)

• supports that support the beginner but can be gradually eliminated as the subject is ready for autonomy (eg checklists, templates, mnemonic aids, etc.).

4. Characteristics and useful advice of this guideline.

The video lesson describes and illustrates the main characteristics and advice considered within the third line which concerns the aspects relating to how to offer different alternatives of expression and communication:

Guideline 6: Provide opportunities for executive function development

Elaborate and apply a plan aimed at obtaining the maximum level of learning.

At the highest level of human ability to act skillfully are the so-called "executive functions". Associated with networks located in the prefrontal cortex, these capabilities allow humans to overcome short-term, impulsive reactions and set long-term goals, plan effective strategies to achieve those goals, monitor their progress, and adjust strategies as needed. In short, they allow students to take advantage of their environment. Of fundamental importance for educators is to know that executive functions are related to working memory.

1. Guide the choice of appropriate objectives

Learn to set ambitious and achievable goals.

Learning can be unattainable when it requires effective and realistic goal setting and where there are no options for people who differ in the aforementioned executive functions. Long-term and even short-term tasks can create barriers to learning if the right support for goal planning is not provided. Experimental and quantitative evidence points to the benefits of supports - such as very precise goal-setting instructions, various models, prompts and facilitations introduced to estimate effort and task difficulty - for this aspect of executive functions. Academic reviews and opinions provide further arguments as to why it is important to support students in setting their goals. While some of these articles are outdated, they still provide valuable insights into supporting effective goal setting.

2. Support planning and strategy development

Formulate a reasonable plan for achieving your goals.

Learning can be impractical when it requires planning and strategy development and where there are no opportunities for people who differ in executive functions. Young children, older students in a new field, or any student with one of the disabilities that impair executive function (e.g., ADHD, ADD, autism spectrum disorder) often are weak in planning and developing strategy and performance impulsiveness and error dominate their learning. Experimental studies suggest a variety of options to help students become strategic and more capable of planning: explicit strategy instruction for planning and control, concept mapping, etc. Scholarly reviews and expert opinions provide perspective on how to effectively support student planning and strategy development in the classroom.

3. Facilitate the management of information and resources

Support organization and storage using flexible tools and processes.

Learning can be inaccessible when it requires the ability to manage information and resources and when there are no opportunities for people who differ in executive functions. Where executive function or working memory capacity is inadequate for the purpose of a task, it is important to provide a variety of internal and external organizational aids to maintain information organized and "in mind". The research listed here suggests the effectiveness of strategies such as graphical and cognitive organizers, concept maps, explicit instructions on how to evaluate information, and note-taking templates. Academic reviews and opinions provide more classroom-based perspectives to help students manage information and resources.

4. Improve ability to track progress

Analyze growth over time and how to build upon it.

Learning can be impractical when it requires the ability to track one's progress and when there are no options for people who differ in executive ability. Experimental research suggests the effectiveness of strategies such as explicit instructions for self-monitoring, guiding questions for self-interrogation and prediction, and program-based measurement. Academic reviews and opinions provide further arguments as to why improving students' ability to track progress is important.

5. Features and useful tips of this guideline.

The video lesson describes and illustrates the main characteristics and advice considered within the third line which concerns the aspects relating to how to offer opportunities for the development of executive functions:

Guideline 7: Plan different strategies to generate interest

Causes enthusiasm and curiosity about learning.

Information not curated, which does not involve the cognition of students, is virtually unreachable. They are inaccessible both in the present moment and in the future, as relevant information goes unnoticed and is not processed. However students differ significantly in what grabs their attention and engages their interest.

1. Increase opportunities for individual choice and autonomy

Give students the opportunity to take their own learning into their own hands.

Most experimental studies focus on the benefits of providing students with choices regarding the learning environment: materials, tools, content, format, etc. All studies have shown to increase student motivation and engagement.

Other studies focus more specifically on the importance of providing students with greater autonomy and control in order to develop a sense of mastery over their own learning. Academic reviews and opinions provide more grounded perspectives on the benefits of introducing student choice and autonomy into study programs.

2. Optimize the relevance, value and authenticity of information

Link learning to meaningful experiences that are useful and valuable.

The experimental and quantitative evidence collected is primarily focused on the use of "anchored instruction" and other techniques to increase relevance in order to increase student engagement and achievement. These studies illustrate the benefit of linking new content to relevant, “real” contexts. Scholar reviews and expert opinions offer a largely classroom-based perspective, as well as providing suggestions on the importance of introducing modern technology into the classroom that students use in their daily lives.

3. Minimize distractions and stressful situations

Create a reassuring environment in which to learn to take risks

Experimental and quantitative evidence illustrates the importance of creating learning environments that vary in perceived threats and distractions to increase student engagement and achievement. Most studies focus on the benefit of supporting positive behavior as a way to discourage behaviors that distract from learning. Other studies analyze the benefits of extrinsic recognition for developing intrinsic motivation. Finally, other articles examine the impact of music, noise and unfamiliar environments and school personnel on student learning. Scholarly reviews and opinions  of experts focus primarily on supporting positive behavior and the importance of creating safe educational environments for students.

4. Characteristics and useful advice of this guideline.

The video lesson describes and illustrates the main characteristics and advice considered within the third line which concerns the aspects relating to how to plan different strategies to arouse interest:

Guideline 8: Provide opportunities to solicit and maintain engagement.

Face challenges with care and determination.

Many types of learning, especially the learning of skills and strategies, require constant attention and effort. When motivated to do so, many students can adjust their attention and master it to support the effort and concentration this learning will require.

1. Strengthen awareness of goals and objectives

Give insight into the goal and why it matters.

Staying engaged during a lesson or an extended assignment can be difficult for many students. Research shows the importance of providing periodic or persistent "reminders" of both the goal and its meaning in order to help students maintain effort and focus in the presence of pleasant distractors. Most of the experimental studies evaluate the effectiveness of various specific techniques to achieve this goal: permanent visualization (concrete or symbolic) of the goal, suggestions or aids for visualizing the desired results, and grids for explicitly indicating the goals and purpose. Scholarly reviews and opinions provide more classroom analysis to raise awareness of goals and objectives. Many of the articles listed here focus on using rubrics in the classroom and offer a number of practical examples.

2. Vary requests and resources to optimize the challenge

We achieve the satisfaction of high expectations using flexible tools and supports.

There is incredible diversity among students in how they interpret and respond to challenging tasks. Some students are motivated by particularly difficult or potentially risky tasks, while others are more motivated by more predictable and more 'safe' tasks, which are within their capabilities. Providing a set of challenges, and a set of possible supports, allows all students to find goals that are most motivating. Experimental research explores the effects of optimizing resources and demands, and teaching within a student's Zone of Proximal Development. Many of the scholarly reviews and expert opinions offer a predominantly assessment-based perspective of difficulties and strategies, while Vygotsky's work offers a theoretical perspective on the importance of providing options to vary the level of difficulties and facilitations.

3. Promote collaboration and a spirit of belonging to the community

Cultivating a community of students.

For some, but not all, students, the ability to work collaboratively with other students is an effective way to sustain commitment to long-term projects and activities. Distributing peer mentoring can greatly increase opportunities for one-on-one support. Experimental and quantitative research supports the effectiveness of strategies such as cooperative learning groups with structured roles and responsibilities, constructive behavior support school programs with diverse goals and supports, and peer coaching and mentoring. Scholarly reviews and expert opinions provide a predominantly classroom-based perspective and the benefits of providing opportunities to foster collaboration and communication.

4. Increase mastery-oriented feedback

Drive learning by emphasizing the role of effort and process.

Feedback that orients students toward mastery, and that emphasizes the role of effort and practice rather than intrinsic "intelligence" or "ability," is an important factor in guiding students toward successful habits of mind long-term. The experimental and quantitative evidence here points to the benefits of strategies such as: providing feedback that encourages perseverance, focus on developing effectiveness and self-awareness, encouraging the use of specific supports in the face of challenges and the emphasis on individual effort rather than relative performance. Scholar reviews and expert opinions offer a focused perspective on the importance of providing students with mastery-oriented feedback.

5. Characteristics and useful advice of this guideline.

The video lesson describes and illustrates the main characteristics and advice considered within the third line which concerns the aspects relating to how to offer opportunities to solicit and maintain commitment:

Guideline 9: Create opportunities for the development of self-regulation

Harness the power of emotion and motivation in learning.

Just as it is important to design the external environment so that it can support motivation and commitment, it is equally important to develop the intrinsic capacities of students to regulate their emotions and motivations. The ability to self-regulate to strategically modulate one's emotional reactions or attitudes to be more effective in coping and engaging with the environment is a fundamental aspect of human development.

1. Promote expectations and beliefs that optimize motivation

Identify personal goals that inspire confidence and a sense of ownership of learning

Learning can be emotionally impenetrable when success requires students to set goals and expectations that motivate them personally, and when there are no alternatives for students that are different in their ability to do so. Goal setting is an essential aspect of self-regulation; setting goals to avoid frustration, to modulate anxiety, and to set positive expectations is an important learning skill. Evidence from studies suggests the effectiveness of focused teaching and goal planning strategy building as well as empowering students to define their own goals. Scholarly reviews and expert opinions provide a more school-based perspective on the importance of guiding the setting of personal goals and expectations.

2. Increase personal management skills and strategies

Develop and manage healthy relationships and emotional interactions.

Learning can be emotionally inaccessible when successful learning requires students to deal with negative emotions, frustrations, and when there are no opportunities for students who struggle to deal with them. To develop effective self-regulation skills, students need to be exposed to various strategies -reminders, templates, checklists, and so on- that help them identify self-regulation mechanisms. emotion management that works best for them. Evidence from studies suggests the effectiveness of methodologies such as developing help-seeking strategies, providing prompts and feedback for managing frustration, and building internal control systems. The reviews and scholarly opinions provide a perspective based primarily on the school and the importance of emotion management skills and strategies of students facing barriers.

3. Develop self-assessment and reflection

Raise awareness of progress towards goals and how to learn from mistakes.

Learning can be emotionally difficult when success requires students to monitor and reflect on their own progress and when there are no opportunities for individuals who struggle to do so. Because there is great variability in students' ability to monitor their emotions and responsiveness, students will need a significant amount of explicit instruction and hands-on training, gradual learning practice, targeted feedback to be able to make progress. Because of individual differences, multiple models and tools of different techniques should be offered so that students can identify, select, and use procedures that are personally optimal. Experimental evidence suggests strategies and their effectiveness for developing students' self-control, self-monitoring, and self-determination skills. The scholarly reviews and opinions provide a more school-based perspective on the importance of developing students' self-assessment and reflection skills.

4. Characteristics and useful advice of this guideline.

The video lesson describes and illustrates the main characteristics and advice considered within the third line which concerns the aspects relating to how to create opportunities for the development of the 'self-regulation: