“ Its purpose is to identify potential barriers to learning in a curriculum or classroom and to reduce such barriers through better initial designs, designs with the inherent flexibility to enable the curriculum itself to adjust to individual learners.” (Rose, Hasselbring, Stahl, &Zabala, n.d.)
There is no “average student”
Supported by brain research
Based on three principals
Recognize essential cues and patterns
Master skillful strategies for action
Engage with learning
To support recognition learning, provide multiple, flexible methods of presentation ( http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_3.cfm )
Uses the recognition brain network
Teacher may present the same content by using manipulatives, written form, graphic organizers, cooperative groups, and/or authentic situations.
To support strategic learning, provide multiple, flexible methods of expression and apprenticeship. ( http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_3.cfm )
Uses the Strategic brain network
Teacher offers students a variety of ways to show skill mastery such as acting it out in a play, creating a drawing, taking a quiz, or building a model
To support affective learning, provide multiple, flexible options for engagement ( http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_3.cfm ).
Uses the Affective brain network
Teacher can engage student by linking content to student interests, proving the value of content through authenticity and/or providing new and unique experiences for the learner.
The relaying of information from sensory memory to short-term memory, to long-term memory has been thoroughly studied and documented.
Stimulating neurological activity in the recognition, strategic and affective networks aids in information processing.
Every learner’s schema is different.
Each learner’s cultural, ethnic, linguistic and academic backgrounds contribute to how information is stored in the brain.
Focusing on how these experiences have molded a learner can help identify student strengths and how to retrieve/connect to prior knowledge.
UDL is centered around flexibility and choice within the principals.
Technology offers choices that were previously not available.
Assistive technology can support individual learners
Modified mouse and keyboard
Technology can aid in accessing information, as well as processing information.
Technology that helps learners access information supports multiple means of presentation, or the recognition network.
Technology that helps learners process information through expression and engagement stimulate the strategic and affective networks.
Multiple Means of Presentation Use of smart board, text-to-speech software, graphic software such as Kidspiration, streaming videos, document cameras Multiple Means of Expression Student created graphic organizers using software such as Kidspiration, Microsoft Powerpoint, Speech to Text software, digital voice recording, digital cameras Multiple Means of Engagement Choice of research methods (online encyclopedia, books, ect), use of technology that may be personally meaningful such as web 2.0, use of excel fro charting progress and goal setting
UDL impacts every student, not just learners with disabilities.
Centerville Elementary has 5 collaboration classes- UDL helps supports the inclusion students as well as the general education students.
Centerville is culturally diverse- UDL uses diversity to engage students through individual student interests.
This tool can help recognition by showing literature in a new way, strategic through publication and engagement through novelty and a compelling product.