The document discusses Universal Design for Learning (UDL), which is an educational framework based on providing multiple means of representation, expression, and engagement to accommodate diverse learners. UDL aims to give all students equal opportunities for success by using flexible approaches and technology. The document provides examples of how teachers can implement UDL principles in the classroom through presentation methods, assessments, and student motivation.

2.  UDL was inspired by  Educators have created
architecture: parallels in their
classrooms:

3.  Universal Design for Learning is based on each
student’s need for individualized learning
opportunities.
 Teachers use “flexible approaches that can be
customized and adjusted for individual needs”
(CAST).
 UDL is based on three principles that ensure all
students receive equal opportunities for success.
 For a quick video definition of UDL click Here
 http://cast.org/udl/index.html

4.  1. "Provide multiple and flexible methods of presentation to
give students with diverse learning styles various ways of
acquiring information and knowledge“ (Advocacy
Institute, 2008-2010).
Principles  2. "Provide multiple and flexible means of expression to
provide diverse students with alternatives for demonstrating
what they have learned“ (Advocacy Institute, 2008-2010).
 3. "Provide multiple and flexible means of engagement to tap
into diverse learners‘ interests, challenge them
appropriately, and motivate them to learn“ (Advocacy
Institute, 2008-2010).
 1. Activate background knowledge though
Examples of Classroom Use
manipulatives, dramatic representations, and
graphic organizers.
 2. Provide multiple assessment formats to meet
the needs of each type of learner.
 3. Motivate students by offering them
choices, adjustable levels of challenge, and
rewards.

5.  Recognition Networks  Vary the speed or timing of
 The “what” of learning video, animation, sound,
simulations, etc.
 Use text equivalents in the
form of captions or automated
speech-to-text (voice
recognition) for spoken
language.
 Provide descriptions (text or
spoken) for all images,
graphics, video, or animations.
 Embed visual, non-linguistic
 Through the use of supports for vocabulary
assistive/adaptive technologies clarification (pictures, videos,
teachers can: etc.).

6.  Strategic Networks  Provide alternatives for physically
 The “how” of learning interacting with materials by
hand, voice, single switch,
joystick, keyboard, or adapted
keyboard.
 Select software that works
seamlessly with keyboard
alternatives and alt keys.
 Compose in multiple media such
as text, speech, drawing,
illustration, design, film, music,
dance/movement, visual art,
sculpture or video.
 Use web applications (e.g., wikis,
 Through the use of animation, presentation).
assistive/adaptive technologies  Prompt learners to identify the
teachers can: type of feedback or advice that
they are seeking

7.  Affective Networks  Vary the sequence or timing for
 The “why” of learning completion of subcomponents of
tasks.
 Include activities that foster the
use of imagination to solve novel
and relevant problems, or make
sense of complex ideas in creative
ways.
 Use
charts, calendars, schedules, visibl
e timers, cues, etc. that can
increase the predictability of daily
activities and transitions.
 Through the use of  Offer devices, aids, or charts to
assistive/adaptive technologies assist individuals in learning to
teachers can: collect, chart and display data
from their own behavior for the
purpose of monitoring changes in
those behaviors.

8. Brain research has shown  CAST online offers many tools for
that students require educators, students, and parents:
differentiated approaches to  Teaching Every Student (TES) offers model
learning. Applying lessons, interactive
technology resources to UDL activities, tutorials, curriculum
and the principles of brain resources, and other tools.
research in learning will  For teachers, Strategy Tutor provides a way
ensure that all students have to easily create web-based lessons embedded
an opportunity to be
academically successful.
with research-based, highly effective
learning strategy and vocabulary supports.
 CAST UDL Edition’s learning features
include leveled supports and a Texthelp
Toolbar for accessibility and language
features; context-specific multimedia
glossaries and enrichment activities; and
multimedia background resources.
 All three of these resources are great tools
will help for implementing the principles of UDL
teachers create differentiated school-wide. They will help teachers set up
content and in turn this will
help students receive higher
their curriculums with tools to help all
grades, have higher levels of
students learn.
motivation, have a better  For more information visit
understanding of the http://cast.org/learningtools/index.html
content, and therefore enjoy
learning more.

9. The Advocacy Institute. (2008-2010). National Universal
Design For Learning Task Force. Retrieved from
http://www.advocacyinstitute.org/UDL/index.shtml.
CAST (2011). Universal Design for Learning Guidelines version
2.0. Wakefield, MA: Author.
Bray, M., Brown, A., & Green, T. (2004). Technology and the
diverse learner: A guide to classroom practice.
Thousand Oaks, CA: Corwin Press.