1. Universal Design for Learning
Kimberly Kwang
Walden University
Professor Thomas Wolsey
EDUC 6714D-1
Reaching and Engaging All Learners
Through Technology
May 2012

2. Universal Design for Learning
(UDL)
 Flexibility in classroom
 Most opportunity for learning
 Options in all aspects of classroom
 Learning alternatives that will help students
(Laureate Education, Inc., 2012)

3. Examples of UDL
 UDL can be shown in the physical environment.
 Carved curbs
 Elevators or ramps in buildings
 Closed captioning on television screens
 Speakerphones
These items can benefit many people, not just people with
disabilities. Similarly, teachers can provide help in the
classroom that will be beneficial to all learners.
(Laureate Education, Inc., 2012)

4. Principle 1 of UDL:
Provide Multiple Means of
Representation
 Make sure there are  Provide choices for
language, math, and other
choices to help symbols
perception in students.  Make sure all students know
 Present information in what symbols and
vocabulary mean
many forms-visual,  Define confusing vocabulary
auditory, kinesthetic  Provide vocabulary in other
 Make sure information languages
can be adjusted (size or  Use visuals or other aids to
help explain text
sound)
(National Center on Universal
Design for Learning, 2011)

5. Principle 1 of UDL:
Provide Multiple Means of
Representation
 Provide choices for comprehension
 Activate appropriate prior knowledge (graphic
organizers, models, visuals)
 Make known important patterns and relationships
(outlines, organizers, cues, highlighting)
 Assist students with information processing and
visualization (models, scaffolds, chunking, feedback)
 Increase transfer of knowledge (checklists, word webs,
music, links to other knowledge)
(National Center on Universal Design for Learning, 2011)

6. Principle 2 of UDL:
Provide Multiple Means of Action and
Expression
 Physical  Allow communication
choices
 Provide options—  Media (Manipulatives, web
pencil, mouse, joystick, tools, social media)
keyboards  Tools to create products
(story webs, concept
 Provide access to mapping, text to speech
assistive technologies software)
 Practice makes perfect
(authentic application,
tutors, models, scaffolding)
(National Center on Universal
Design for Learning, 2011)

7. Principle 2 of UDL:
Provide Multiple Means of Action and
Expression
 Goal setting
 Make and post goals
 Plan goals (think alouds)
 Monitor goals (reflection, rubrics, assessment)
(National Center on Universal Design for Learning, 2011)

8. Principle 3 of UDL:
Provide Multiple Means of
Engagement
 Appeal to learners’ interests
 Choice
 Real-life situations
 Challenging and rewarding
 Safe and distraction-free
(National Center on Universal Design for Learning,
2011)

9. Principle 3 of UDL:
Provide Multiple Means of
Engagement
 Increase effort  Self regulation
 Display goals
 Motivate
 Help with coping skills
 Differentiate teaching  Reflection
 Collaboration
 Focused feedback
(National Center on Universal
Design for Learning, 2011)

10. Role of Technology
 Helps provide options  Examples
for students  eReader software/electronic
textbooks
 Flexibility in  Adjusting font sizes, types,
displaying and making and colors
content  Hand held devices
 Keyboards
 Individualization made  Digital media
easier
 Makes learning
engaging
(Laureate Education, Inc.,
2012)

11. Impact of UDL on Classrooms
 Teachers have flexibility in preparing
materials
 All students have equal opportunities to learn
 Special needs of students addressed
(National Center on Universal Design for Learning, 2011)

12. Brain Research
 Three networks  Networks work together to
 Recognition (Patterns)
accomplish goals
 Strategic (Actions and Plans)
 Can be used to analyze
 Affective (Emotions)
student strengths,
weaknesses, and
differences
 Teachers should
differentiate to appeal to all
learners
(Laureate Education, Inc., 2012) (Rose & Meyer, 2002)

13. Implications
 Involving learning networks allow most chance of
success
 Able to discover strengths and weaknesses of each
student
 No longer one size fits all model for learning
 Multiple examples, media, background information,
flexible models and practice, feedback, choices, and
rewards make up UDL
(Rose & Meyer, 2002)

14. UDL Supports Diversity
 All students needs  Flexibility
addressed (cultural, ethnic,  Allowance for errors
linguistic, academic)
 Barriers can be  Simple and accessible for
overcome/strengths emerge all
 Background knowledge  Focus on teaching students
enhancement helps rather than teaching subject
students
 Leveled tasks
(Kumar, 2010)
(Williams, Evans, & King, 2011)

15. (Brain Research) Technology
in UDL
 Technology supports brain research and makes
UDL easier
 Recognition Network--digital formats, texts and
images, and animation
 Strategic Network--Internet sources, world wide
web models, text to speech software, calculators,
etc.
 Affective Network--webquests, interactive
software, movies, Paint, games—all generate
interest.
(Rose & Meyer, 2002)

16. CAST ONLINE TOOL
UDL Goal Setter
Summary of Tool Benefits
 Choose the standard  Clear goals are
 Decide main focus necessary to enhance
 Decide components of learning
scaffolding  Ensures goals are met
 Restate goals  Reminder of learning
that should take place

17. CAST ONLINE TOOL
UDL Class Profile Maker
Summary of Tool Benefits
 Template  Learning increases
 Record strengths,  Students seen as
weaknesses, interests individuals
in each brain network  Better address and use
strengths
(CAST, Inc. 2002–2011)

18. CAST ONLINE TOOL
TES Online Journal
Summary of Tool Benefits
 Reflection  Feedback and
collaboration
 Create journal entries
 Improves quality of
about teaching
teaching
 Private or shared  Lifelong learning and
new ideas
(CAST, Inc. 2002–2011)

19. References
 CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from
http://www.cast.org/teachingeverystudent/tools/classprofile.cfm
 CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from
http://www.cast.org/teachingeverystudent/tools/tesjournal.cfm
 CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from
http://www.cast.org/teachingeverystudent/tools/udlgoalsetter.cfm
 Kumar, K. (2010). A journey towards creating an inclusive classroom: How Universal Design for
Learning has transformed my teaching. Transformative Dialogues: Teaching and Learning Journal.
4(2), 1-5.
 Laureate Education, Inc. (Producer). (2012). Brain research and UDL [Video webcast]. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id
=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_553469_
 Laureate Education, Inc. (Producer). (2012). Universal design for learning [Video webcast]. Retrieved
from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=
%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id
%3D_553469_1%26url%3D
 National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0.
Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
 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/
 Williams, J., Evans, C., King, L. (2011). The impact of Universal Design for Learning instruction on
lesson planning. International Journal of Learning. 18(4), 213-222.