UNIVERSAL DESIGN FOR

LEARNING(UDL)

Education 6714

Gayla Fisher

WHAT IS UDL? “The central practical premise of

UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The "universal" in universal design does not imply one optimal solution for everyone. Rather, it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress.” (Center for Applied Science and Technology website)

THREE PRINCIPLES OF UDL Present information, concepts, and ideas Plan and execute learning tasks Get engaged and stay engaged in the

learning

WHY IS UDL NECESSARY?

Provides flexibility in the ways information is presented, in the ways students respond and in the ways students are engaged

Students have varied skills, abilities, needs, interests, backgrounds, and learning styles

HOW CAN UDL ASSIST STUDENT’S? Curriculum is made flexible and

customizable so that individuals can learn in ways that work best for them

High standards are achieved through different means in the UDL curriculum

Reduces barriers in instruction Provides appropriate accommodations,

supports , and challenges, and maintains high standards for all students, including students with disabilities

PRINCIPLES OF UDL FRAMEWORK

Principle one:Multiple methods of presentation

How we teach

Enable learners to identify and understand ideas and concepts.

EXAMPLE OF PRINCIPLE ONE To reduce barriers to learning, it is

important to provide instruction through different sensory modalities (vision, hearing or touch)

Vision– enlarged text Hearing- sounds amplified

PRINCIPLE TWOMultiple means of action and expression

How students respond to what we teach Enable learners to plan, execute, and

monitor actions

EXAMPLE OF PRINCIPLE TWOAssistive technology can be used to assist

students who are physically disabled or have other types of barriers.

Provide option for physical actionAssistive technology device examples:

Voice activated switches, expanded keyboards

EXAMPLES FOR EXPRESSIVE

Different modalities for expression should be provided for all students.

Drawing Video Storyboards Kidspiration/Insirpation Speech recognition software

PRINCIPLE THREE Multiple means of engagement How well students interests are

integrated in the presentation Enable learners to engage with tasks

and learning with the world around us

EXAMPLES OF PRINCIPLE THREEProvide students with choices through: Alternative methods to complete

assignments Ensure that every student is working at

a comfortable and appropriate stage of difficulty

Collaboration Ongoing feedback and encouragement Teach today’s students with today’s

tools

UDL AND THE LEARNING BRAIN

Recognition Strategic Affective

RECOGNITION“The what of learning”

Identify and interpret patterns of sound, light, taste, smell and touch

Identify and understand information, ideas, and concepts

STRATEGIC NETWORKS“the how of learning”

Generate and oversee mental and motor patterns

Enables us to plan, execute, and monitor actions and skills

AFFECTIVE NETWORKS

“the why of learning”

Evaluate patterns and give them significance

Enable us to engage in tasks and learning with the world around us

TECHNOLOGY The technology now exists to make

teaching and learning more adaptable to meet the needs of a wide range of students.

Proactive curriculum design is essential in light of limited resources and limited time to create individualized accommodations.

CAST LEARNING TOOLS Wiggle Works is interactive books that

provide technology, literature and teacher support to help students become successful readers and writers.

Research-based and proven model

STRATEGY TUTOR Helps students read, research, and

understand information more efficiently.

Provides teachers an easy way to create web-based lessons with effective learning.

“Applying universal design to learning materials and activities can increase access for learners with wide disparities in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, focus, engage, and remember.”

Rose & Meyer, 2000, 2002

RESOURCESCenter for Applied Special Technology. (2009). UDL

guidelines, version 1.0. Retrieved from http://www.cast.org/publications/UDLguidelines/version1.html

Learning Through Listening.(2009). Retrieved fromhttp://www.learningthroughlistening.org/Universal-Design-for-Learning-UDL/27/

The National Center on Secondary Education and Transition (NCSET). (2007). Vol. 1 December 2002. Retrieved from

http://www.ncset.org/publications/viewdesc.asp?id=707

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/