Universal Design for Learning (UDL)
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Universal Design for Learning (UDL)






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Universal Design for Learning (UDL) Universal Design for Learning (UDL) Presentation Transcript

  • Universal Design for Learning (UDL)
    By: Sara Yavorsky
  • Universal Design for Learning
    “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.”
  • Visual of how UDL is incorporated in classrooms
  • 3 Principles of UDL
    • Principle l: Provide Multiple Means of Representation
    Principle ll: Provide Multiple Means of Action and Expression
    Principle lll: Provide Multiple Means of Engagement
    • Ensure all information is accessible to all learners through different learning styles (auditory, visually, kinesthetic)
    • Provide information through words and symbols
    • Teach students information in a way that they can transfer it to different situations
    Principle l: Provide Multiple Means of Representation
  • Principle ll: Provide Multiple Means of Action and Expression
    • Provide students the opportunity to learn from different forms of media (print, computer, and online resources)
    • Provide students with multiple way s to communicate and express themselves and what they have learned
    • Give students the opportunity to set goals and provide them with the support necessary for them to achieve their goals
  • Principle lll: Provide Multiple Means of Engagement
    • Connect students interest with the curriculum in order for students to remain interested and engaged
    • Support students in all aspects of their learning process
    • Inspire students to learn for intrinsic purposes not always for extrinsic rewards
  • Instructional Methods
    • Click below for examples of instructional methods that correlate with each principle of UDL
  • Technology in UDL
    • Technology makes designing curriculum to meet the needs of individual students easier
    • Technology needs to be planned and implemented carefully adhering to content standards and indicators
    • Assistive and adaptive technologies can be an important aspect of UDL for specific students
    • Click below to read an article from the National Center on UDL
  • Potential Impact of UDL on my Students
    • My students learning plans will be focused on their individual needs and learning styles
    • Technology will be incorporated into their learning plans in order to assist them in mastering the state science content standards and indicators
  • UDL Resources for Teachers
    • http://www.cast.org/teachingeverystudent/tools/
    • http://www.youtube.com/watch?v=bDvKnY0g6e4
    • Basham, J. and Gardner, J. (2010). Measuring Universal Design for Learning. Special Education Technology Practice , 15-20.Retrieved from the Walden University Library using the Education Research Complete database.
    • Edyburn, E. (2010). Would You Recognize Universal Design for Learning If You Saw It? Learning Disability Quarterly 33-43 Retrieved from the Walden University Library using the Education Research Complete database.
    • Jiménez, T, Graf, V., & Rose, E. (2007). Gaining Access to General Education: The Promise of Universal Design for Learning. Issues in Teacher Education, 41-55. Retrieved from the Walden University Library using the Education Research Complete database.
  • Brain Research and UDL
  • 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.
    Teachers need to: Present information and content in different ways”
    Click on the image for more
  • Strategic Networks
    “The “how" of learning
    Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
    Teachers need to: Differentiate the ways that students can express what they know”
    Click on the image for more
  • Affective Networks
    “The "why" of learning
    How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
    Teachers need to: Stimulate interest and motivation for learning”
    Click on the image for more
  • Implications on Instruction
    By incorporating UDL principles and methods in your classroom you will support the diverse needs of ALL students in your classroom
    Teachers can easily search for resources relating to certain groups of students on the CAST website
  • UDL Systemic Change Planner
    A school could use this resource to develop a school-wide UDL curriculum
    8 Key Factors: “technology infrastructure; obtaining and managing digital content resources; administrative support; teacher training and support; redefined roles for special and regular education teachers; a new curriculum planning model; parent and community involvement; and creative funding” (CAST, 2011)
    3 Resources available to use: change tutorial, change tool, and change template
  • UDL Class Profile Maker
    This resource allows teachers to get to know the uniqueness of each of their students
    Teachers will learn which brain networks their students learn best through
    3 Resources available: class profile maker, class profile tool, class learning profile template
  • UDL Solution Finder
    This resource allows teachers to determine if their teaching or curriculum has barriers that are preventing students from learning
    One easy way to achieve this is to incorporate technology or digital media
    3 Resources available: solution finder tutorial, solution finder tool, and deriving solutions template
  • References
    • Supporting Every Learner: Free Digital Tools for an UDL Wiki, Retrieved July 10, 2011, from http://udl4all.pbworks.com/w/page/7372174/CONTENTS
    • Universal Design for Learning Guidelines Image, Retrieved July 10, 2011, from http://www.cast.org/library/UDLguidelines/udl_guidelines.gif