2. What is UDL?
Universal Design for Learning provides learning
alternatives so that every student can learn. It also
builds flexibility into the curriculum.
UDL provides a blueprint for creating instructional
goals, methods, materials, and assessments that
work for everyone--not a single, one-size-fits-all
solution but rather flexible approaches that can be
customized and adjusted for individual needs
(CAST, 2013).

3. UDL in the Environment
Universal design for Learning derived from
architectural movement called universal design.
Architects built buildings that didn’t address needs for
people with disabilities.
Listed are examples of modifications that legislatures
mandated for access to buildings:
0 Ramps
0 Elevators
0 Talking Signs

4. 1st Principle of UDL
Representation
recommends that teachers
present the same
information in different
ways.
Recognition supports
learning, provide multiple
and flexible methods of
teaching information to the
students (Rose &
Meyer, 2002).
0 Examples:
0 Offer ways of customizing display
information
0 Offer alternate auditory and visual
information
0 Clarify words and symbols
0 Build relationship with background
information, big ideas, patterns, etc.
Representation

5. 2nd Principle of UDL
Action and Expression
recommends that students be
able to actively engage in the
classroom environment.
Students are provided with
tools that allow them to read,
write, scan, and any other
actions needed to learn and
complete their work.
0 Examples:
0 Using joysticks to navigate through the
computer or interactive piece
0 Provide other tools to assist student
learning
0 Word Prediction Package
0 Speech recognition
0 Hands-Free Control
0 Speech Synthesizers
Action and Expression

6. 1st Principle of UDL
Engagement recommends
that teachers use different
ways and different
approaches in order to get
students engaged in
learning.
Teachers must provide:
0 Options for recruitment
0 Options for sustaining
effort and persistence
0 Options for self-
regulation
0 Examples:
0 Choice of topics of projects
0 Self monitoring checklist
0 Consistent attention techniques
0 Paired peers for small group activities
0 Offer choices of award
Engagement

7. Role of Technology In UDL
Technology in UDL allows teachers to different options of
reaching the students and allowing the students to engage in
the classroom.
Digital technology offers flexibility to display content
differently. (Laureate Education, 2009)
Teachers/Students can change the way words and pictures appear to
engage all learners in the classroom. Printed books can not be altered.
Digital technology allows flexibility to marking content.
(Laureate Education, 2009)
Information can be marked so that certain information
so that it is different for each student.

8. Impact of UDL in Schools
0 Using UDL in the classroom insures that all students are in
an engaging environment.
0 It provides students with every opportunity to learn.
0 It motivates the students to learn by acting on their
interest and previous background.
0 It increases the use of technology in the classrooms.
0 It gives students options in learning.
0 It provides the instruction changes and not the students.

9. Brain Research
0 The brain consist of three networks:
Recognition, Strategic, and Affective.
0 Recognition networks (sensory organs)enable us to
identify, understand, and process
information, ideas, and concepts.
0 Strategic networks (move and skillful actions)
generate and oversee mental and motor patterns.
0 Affective networks (emotions) evaluate patterns and
give them emotional significance.

10. Digital Divide
0 One issue within education is the use or the lack of use of
technology by minorities, students from low-socioeconomic
backgrounds, and females (Bray, Brown & Green, 2004).
UDL supports cultural, ethnic, linguistic, and academic diversity by:
0 Allowing students to explore topics that are relevant to their
culture or situation
0 Allowing them to draw conclusions about academic content to
something that is relevant to them and using multi-media, blogs,
etc. to express their thoughts
0 Proving ELL students and engaging environment that allows
them to communicate electronically with other students
0 Making sure all students have adequate amount of time using
technology in class
0 Making sure that girls are allotted the same amount of computing
time
0 Allowing students to collaborate with other students using a
variety of software and computer programs

11. Role of Technology in UDL
Students do not have one kind of intelligence or
one way of learning, they have many (Rose & Meyer, 2002).
Incorporating universal design in classrooms has a wonderful affect when used
with technology.
0 Low Vision Accommodations assist people with visual impairments.
0 Captioning output provides text that coincides with the sound
0 Speech Synthesizers are used with a screen reader to convert content into words
0 Amplification is used for students with hearing impairments
0 Optical Character Recognition is used to convert or “translate” printed
documents
0 Language Translations assist students by translating information to a language to
assist them with understanding material
0 Digital cameras, scanners, and microphones allows students to create their own
ideas
0 MOO and MUD’s all students to communicate and share ideas in a virtual world
0 Multi-media programs such as PowerPoint and Prezi allow students create
presentations using online tools

12. Cast Online Tools
0 CAST UDL Lesson Builder. The lesson builder gives
teachers tools that they can use in their the
classrooms to meet the needs of the diverse learner.
At my school new and veteran teachers can find
lessons plans already created or you can create some
of your own.
0 Strategy Tutor helps improve students’ reading
comprehension. Teachers can create their own lesson
plans. The teacher website contains a database that
lessons about different subjects. Students in academic
classes can benefit from this website if they are low in
reading and have difficulties connecting content and
comprehension.
0 CAST UDL Curricular Self-Check can used at my school
because it allows teachers to become more flexible in
their teaching by working on
goals, methods, materials, and assessment so that each
student has multiple ways to learn.

13. Reference
Access Center & CAST. (2004, October 19). Using a universal design approach to find
barriers and solutions in the curriculum. Retrieved from
http://www.k8accesscenter.org/training_resources/UniversalDesign
_BarriersSolutions.asp
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to
classroom practice. Thousand Oaks, CA: Corwin Press.
CAST: Center for Applied Special Technology. Retrieved May 31, 2013 from
http://www.cast.org
Laureate Education, Inc. (2009). Reaching an engaging all learners through
technology. Baltimore, MD: Dr. David Rose & Dr. Margaret McLaughlin.
National Center on Universal Design for Learning. (2011, March 15). UDL
guidelines–Version 2.0. Retrieved from
http://www.udlcenter.org/aboutudl/udlguidelines
Ralabate, P. (2011). Universal design for learning: Meeting the needs of all students.
American Speech-Language-Hearing Association. Retrieved from
http://www.asha.org/Publications/leader/2011/110830/Universal-Design-for-
Learning- -Meeting-the-Needs-of-All-Students/