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Universal Design for Learning
Universal Design for Learning is a philosophy
and approach for learning that stems from the
    needs and design of our students on an
individual basis. Individuality is a key learning
  theme that has been enlightening teaching
    methodology. This innovative teaching
 approach delivers a curriculum that is meant
 for all students, as opposed to only some or
                     many.
 UDL is an educational approach that avoids learning
  barriers for students and celebrates individualized
  learning through a series of styles.
 UDL is an ideal tool for promoting differentiated
  instruction by meeting the needs of all students
  through flexible methods, varied instructional
  resources, and various teaching strategies.
 UDL creates multiple avenues to teach and engage
  students with the use of technology, thereby
  developing much needed 21st Century Skills
  ( http://www.p21.org/).
 Sensory Learners
 Auditory Learners
 Visual Learners
 Disengaged or Inattentive Learners
 Students with Language Barriers or Deficits
 Developmentally Delayed Students
 Gifted Learners
 Students with Single and Multiple Learning Disabilities
 Students with Behavioral and/or Emotional Disabilities
 Students with Sensory or Physical Disabilities
1. Provide multiple means of representation:
    give diverse learners options for attaining
           information and knowledge
   2. Provide multiple means of action and
   expression: give learners opportunities for
         demonstrating what they know
 3. Provide multiple means of engagement:
     tap into learners' interests, offer fitting
         challenges, and raise motivation
Guidelines
Provide options for perception.
Provide options for language and symbols.
Provide options for comprehension.

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Udl presentation

  • 2. Universal Design for Learning is a philosophy and approach for learning that stems from the needs and design of our students on an individual basis. Individuality is a key learning theme that has been enlightening teaching methodology. This innovative teaching approach delivers a curriculum that is meant for all students, as opposed to only some or many.
  • 3.  UDL is an educational approach that avoids learning barriers for students and celebrates individualized learning through a series of styles.  UDL is an ideal tool for promoting differentiated instruction by meeting the needs of all students through flexible methods, varied instructional resources, and various teaching strategies.  UDL creates multiple avenues to teach and engage students with the use of technology, thereby developing much needed 21st Century Skills ( http://www.p21.org/).
  • 4.  Sensory Learners  Auditory Learners  Visual Learners  Disengaged or Inattentive Learners  Students with Language Barriers or Deficits  Developmentally Delayed Students  Gifted Learners  Students with Single and Multiple Learning Disabilities  Students with Behavioral and/or Emotional Disabilities  Students with Sensory or Physical Disabilities
  • 5. 1. Provide multiple means of representation: give diverse learners options for attaining information and knowledge 2. Provide multiple means of action and expression: give learners opportunities for demonstrating what they know 3. Provide multiple means of engagement: tap into learners' interests, offer fitting challenges, and raise motivation
  • 6. Guidelines Provide options for perception. Provide options for language and symbols. Provide options for comprehension.
  • 7. Guidelines Provide options for physical action. Provide options for expressive skills and fluency. Provide options for executive functions.
  • 8. Guidelines Provide options for recruiting interest. Provide options for sustaining effort and persitence. Provide options for self-regulation.
  • 9.  Provide instructions both verbally and visually. ~Will assist students with cognitive deficits, ADD/ADHD, & language barriers or deficits.  Provide digital equivalents of all hardcopy handouts. ~Allows students with visual and auditory, language, and cognitive deficits to review at any size and/or use Text to Speech for listening.  Present information in a multiple formats, including text, graphics, audio, and video.  ~Addresses different learning styles as well as varying physical & cognitive abilities.
  • 10.  Record Lessons and Make the Recording Available to All Students. ~The internet allows many tools like Podcasts and Wikis that give teachers opportunities to create flexible and reviewable lessons.  Sort information into two categories: need-to-know (essential) and nice-to-know (important, but not essential). ~There are lots of things to remember. Don’t overload, yet give opportunities to learn content on deeper levels. Clarify these variations to your students. Keep it simple……… This will meet the needs of everyone from the class genius to the struggling student.  Allow Student Input for Practice & Assessment ~Motivate all students & allow discovery through their own learning styles and creative outlets.
  • 11. Brain research has unwrapped many details that explain a larger picture about the human learning process. CAST is a nonprofit research and development organization working to increase learning opportunities for all students, especially those with disabilities, through the Universal Design for Learning. Founded in 1984 as the Center for Applied Special Technology, CAST is credited with world recognition for its pioneering contributions to educational materials, classroom practices, and policies. Its team includes specialists in education research and policy, neuropsychology, clinical/school psychology, technology, engineering, curriculum development, K-12 professional development, and more. (CAST, 2010) CAST explains, “The UDL Guidelines are based on research from several very different fields, and from many different researchers at many different universities and research organizations. That research has been reviewed, compiled and organized by educators and researchers at CAST. The process spanned a 10 year period and involved several different stages” (2010).
  • 12. There are three ways that the mind retains and uses knowledge. The three ways categorize learning and thinking as developed through recognition, strategic, and affective. 1. Recognition is the mind’s ability to recognize patterns of sound, imagery, scent, touch, and taste (Laureate, 2009). 2. Strategic is the mind’s processing and management of those patterns as well as developing ideas, actions, or plans (Laureate, 2009). 3. Affective is the affect of social and emotional factors on the mind (Laureate, 2009). Each aspect is vital in the development of the mind and therefore educators should teach through those thought factors as a group.
  • 14. The use of technology is a driving force in the UDL approach. Technology allows for opportunities in the following areas:  Program modifications (assistive technologies)  Assessment variations  Creative practice & processing  Flexible venues for lessons  Community learning & social networking  Virtual experiences, museums, & tours  Motivational resources
  • 15. Students’ personal needs will be met. The multiple avenues & flexibility UDL provides lead to support given to students with focus towards cultural, ethnic, linguistic, and academic diversity.
  • 16. There are a number of valuable tools regarding the UDL approach available at http://www.cast.org/.  Research & Development: to learn about the professional success and future of this approach  Publications: information and access to featured CAST publications  Learning Tools: to learn about some of the tools and materials available to educators that are centered in the UDL approach, along with reviews form teachers, students, & parents  Professional Development: provided to explain institutes, workshops, and various other opportunities to help us develop our school’s approach toward higher education
  • 17.  Laureate Education, Inc. (Executive Producer).(2009). Reaching and engaging all learners through technology. Baltimore: Author.  CAST http://www.cast.org/  The Center for Leadership in Education http://www.centerforleadership.org/?q=node/31  Differentiated Instruction and Implications for UDL Implementation http://www.k8accesscenter.org/training_resources/udl/Dif ferentiatedInstructionHTML.asp  National Center on Universal Design for Learning http://www.udlcenter.org/  Advocacy Institute http://www.advocacyinstitute.org/UDL/