2. WHAT IS UNIVERSAL DESIGN FOR LEARNING?
Chief Scientist, David Rose, explains that UDL is straying from the focus of an
“average student” and directing learning to account for all kinds of learners
that may not be considered “average”
Such as: Students with English as a second language, students with
disabilities, students who are gifted beyond their grade level
UDL’s main focus is to make sure
everyone is a successful learner and
reaches what we call an expert learner
where they know a lot, know how to do a
lot, and they love learning and want to do it
more.

3. UDL’S DESIGN:
• Being flexible to allow many different choice and paths to
be universal
• Careful analysis of what learning really is
• The principles:
1How does the learner pick up information?
2How does the learner express and act on that information?
3How are they engaged?

4. CONSTRUCTING UNIVERSAL DESIGN
① Provide multiple means of representation
Allowing all learners to understand through different interpretations of the
subject at hand
② Provide multiple means of action and expression
Allowing students to express what they have learned in various ways
③ Provide multiple means for engagement
Make the subject material important for students and motivate them to
want to express what they have learned in a meaningful way

5. WHAT TO CONSIDER:
• Goals: Translating standards to what is important to do
with students
• Materials: anything in the classroom that pertains to
learning should also be directed to the universal design
• Methods: how the teacher teaches
• Assessment: making sure learning actually takes place

6. WHY DESIGN A UDL CLASS?
Classrooms are disabling and not allowing for all
individually unique students to succeed
The curriculum itself is disabled, focusing on only a few
learners and UDL targets the ones that are disabled by
the constricted boundaries
In implementing UDL less students will be disabled
Always being creative and outside the box by committing to
understand all students
Learning is exciting!