Universal Design for Learning (UDL) is a framework for curriculum development that provides equal opportunities for all students to learn. UDL aims to minimize barriers and maximize flexibility in how content is presented, how students respond or demonstrate knowledge, and student engagement. The three principles of UDL are providing multiple means of representation, action and expression, and engagement. UDL draws on research in cognitive neuroscience showing how students have varied skills, needs and interests that impact learning. Teachers can implement UDL by presenting information in varied formats, allowing for different modes of participation and expression, and fostering relevance, choice and motivation.

1. UniversalUniversal Design for LearningDesign for Learning
Nancy Groselle
Walden University
Evelyn Thompson
Reaching and Engaging All Learners Through Technology Educ-6714

2. Universal Design for LearningUniversal Design for Learning
A set of principles for curriculum
development that give all individuals equal
opportunities to learn. http://www.cast.org/research/udl/index.html
First articulated by in the early 1990s, UDL
mirrors the universal design movement in
architecture and product development,
which calls for designs that consider the
needs of the greatest number of possible
users. http://www.cast.org/research/udl/index.html

3. Examples of Universal design inExamples of Universal design in
ArchitectureArchitecture

4. The Frame Work for UDLThe Frame Work for UDL
The 3 Key Principles of UDL
– Recognize essential cues and patterns.
– Master skillful strategies for action.
– Engage with learning.
A successful learning environment supports and
challenges students in each of these arenas while
minimizing barriers. And because no two students
show the same patterns of strength, weakness, and
preference within these domains, minimizing barriers
requires highly flexible teaching strategies and
materials. (Rose and Meyer, 2002)

5. The three UDL principles share one commonThe three UDL principles share one common
recommendation:recommendation: to provide students with a widerto provide students with a wider
variety of optionsvariety of options

6. The Brain and UDLThe Brain and UDL
Students bring a huge variety ofStudents bring a huge variety of
skills, needs, and interests toskills, needs, and interests to
learning. Brain research haslearning. Brain research has
revealed that these differencesrevealed that these differences
are as varied and unique as ourare as varied and unique as our
DNA or fingerprints.DNA or fingerprints.
ThreeThree primary brain networks comeprimary brain networks come
into play with UDLinto play with UDL

7. -Recognition Networks
The "what" of learning
How we gather facts and categorize what we see, hear, and read.
Identifying letters, words, or an author's style are recognition tasks.

8. “What” Teachers do to reach the Recognition
Networks
Present information and content in different ways by:
Providing options for perception
• Options that customize the display of information
• provide alternatives for auditory and visual information
Providing options for language and symbols
• that clarify syntax and structure
• for decoding text or mathematical notation
• that promote cross-linguistic understanding
• that illustrate key concepts non-linguistically
• that define vocabulary and symbols
Providing options for comprehension
• Options that provide or activate background knowledge
• Options that highlight critical features, big ideas, and
relationships
• Options that guide information processing
• Options that support memory and transfer

9. Strategic Networks
The "how" of learning
Planning and performing tasks. How we organize and express
our ideas. Writing an essay and solving a math problem are
strategic tasks.

10. “How” do Teachers Reach Students’ Strategic
Networks
Provide Multiple Means of
Action and Expression
Provide options for physical action
• Options in the mode of physical response
• Options in the means of navigation
• Options for accessing tools and assistive Technologies
Provide options for expressive skills and fluency
• Options in the media for communication
• Options in the tools for composition and problem
solving
• Options in the scaffolds for practice and performance
Provide options for executive functions
• Options that support planning and strategy development
• Options that facilitate managing information and
resources
• Options that enhance capacity for monitoring
• Options that guide effective goal-setting progress

11. Affective Networks
The "why" of learning
How learners get engaged and stay motivated. How
they are challenged, excited, or interested. These
are affective dimensions.

12. Reaching the Affective Networks
Provide Multiple Means of
Engagement
Provide options for recruiting interest
• Options that increase individual choice and autonomy
• Options that enhance relevance, value, and authenticity
• Options that reduce threats and distractions
Provide options for sustaining effort and persistence
• Options that heighten salience of goals and objectives
• Options that vary levels of challenge and support
• Options that foster collaboration and communication
• Options that increase mastery-oriented feedback
Provide options for self-regulation
• Options that guide personal goal-setting and expectations
• Options that scaffold coping skills and strategies
• Options that develop self-assessment and reflection

13. CCenter forenter for AAppliedpplied SSpecialpecial TTechnologyechnology
CAST is a nonprofit research and
development organization that works to
expand learning opportunities for all
individuals, especially those with
disabilities, through Universal Design for
Learning.

14. CAST On-Line ToolsCAST On-Line Tools
For TeachersFor Teachers
UDL Curriculum Self CheckUDL Curriculum Self Check -This tool helps teachers write and use UDL-This tool helps teachers write and use UDL
lessons that incorporate options for student successlessons that incorporate options for student success
UDL Book BuilderUDL Book Builder – This tool enables educators to develop their own digital– This tool enables educators to develop their own digital
books to support reading instruction.books to support reading instruction.
UDL Lesson BuilderUDL Lesson Builder – This tool helps teachers to design lessons/units of study– This tool helps teachers to design lessons/units of study
to meet the diverse learning challenges, skills, and background of studentsto meet the diverse learning challenges, skills, and background of students
in today's classrooms.in today's classrooms.
Teaching Every StudentTeaching Every Student – This tool offers model lessons, interactive activities,– This tool offers model lessons, interactive activities,
tutorials, curriculum resources, and other tools.tutorials, curriculum resources, and other tools.
These sites can be found @These sites can be found @
http://www.cast.org/learningtools/index.htmlhttp://www.cast.org/learningtools/index.html

15. Tools to Assist Diverse LearnersTools to Assist Diverse Learners
TechnologyTechnology EnglishEnglish
LanguageLanguage
LearnerLearner
PhysicalPhysical
DisabilitiesDisabilities
CognitiveCognitive
DisabilitiesDisabilities
LearningLearning
DisabilitiesDisabilities
Gifted &Gifted &
TalentedTalented
InternetInternet
Audio/VideoAudio/Video
XX XX XX XX XX
CalculatorsCalculators
http://www.math.com/students/calculators/source/scientific.htmhttp://www.math.com/students/calculators/source/scientific.htm
XX XX XX
iVisitiVisit XX XX XX XX XX
ScreenScreen
ReadersReaders
XX XX XX XX
SpeechSpeech
SynthesizersSynthesizers
XX XX XX XX
WordWord
ProcessingProcessing
XX XX XX XX XX
Speech-to-textSpeech-to-text
SoftwareSoftware
XX XX XX XX
SpreadsheetSpreadsheet
SoftwareSoftware
XX XX

16. TechnologyTechnology EnglishEnglish
LanguageLanguage
LearnerLearner
PhysicalPhysical
DisabilitiesDisabilities
CognitiveCognitive
DisabilitiesDisabilities
LearningLearning
DisabilitiesDisabilities
Gifted &Gifted &
TalentedTalented
WebQuestWebQuest XX XX XX XX
JAWSJAWS XX XX XX
E-mailE-mail XX XX XX
CCTV MonitorCCTV Monitor XX XX XX
““Drill & Skill”Drill & Skill”
SoftwareSoftware
XX XX XX
KeyboardKeyboard
MacrosMacros
XX XX XX
IBM ViaVoiceIBM ViaVoice XX XX XX
CollaborationCollaboration
ToolsTools
XX XX XX XX

17. Crestwood High School - Excellence in Education
What Does UDL Mean To OurWhat Does UDL Mean To Our
School?School?
Implementing UDL at CHS will help studentsImplementing UDL at CHS will help students
Increase test scoresIncrease test scores
Have a greater understandingHave a greater understanding
Be self-motivatedBe self-motivated
Be self-directed learnersBe self-directed learners
Enjoy learningEnjoy learning
Stay in schoolStay in school

18. ReferencesReferences
 Bray, M., Brown, A., & Green, T. (2004).Bray, M., Brown, A., & Green, T. (2004). Technology andTechnology and
the Diverse Learner: A Guide to Classroom Practicethe Diverse Learner: A Guide to Classroom Practice..
Thousand Oaks, CA: Corwin Press.Thousand Oaks, CA: Corwin Press.
 Center for Applied Special Technology. (2009).Center for Applied Special Technology. (2009). UDLUDL
guidelines, version 1.0guidelines, version 1.0. Retrieved November 14, 2010. Retrieved November 14, 2010
fromfrom http://http://www.udlcenter.org/aboutudl/udlguidelineswww.udlcenter.org/aboutudl/udlguidelines
 Rose, D., & Meyer, A. (2002).Rose, D., & Meyer, A. (2002). Teaching every student inTeaching every student in
the digital age: Universal design for learningthe digital age: Universal design for learning. Retrieved. Retrieved
November 10,2010 fromNovember 10,2010 from http://http://
www.cast.org/teachingeverystudent/ideas/teswww.cast.org/teachingeverystudent/ideas/tes//