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Universal Design for Learning
Presented by:-
Smriti
What is Universal Design for
Learning?
Universal Design for Learning, or UDL, is
an instructional approach that opens
opportunities for all students by using
digital media and flexible instruction to
help students meet their educational
goals.
Universal Design History
Universal design
began as an
architectural
movement in the
USA. Curb cuts,
automatic doors
and ramps were
added to buildings
during the design
process rather than
as an after-thought.
The concept of
universal design
has also been
applied to web
page designs which
enable users with
special needs to
access the internet.
More recently
universal design
has been applied to
education. UDL
has entered the
educational world
at this point in time
because the
technology is more
available making
UDL possible.
Universal Design in Architecture and
Products
 Curb Cuts
 Ramps
 Captions on TV
 Elevators
 Easy Grip Tools
.
UDL
UDL provides equal access to learning,
not simply equal access to information.
Universal Design allows the student to
control the method of accessing
information while the teacher monitors
the learning environment.
UDL
UDL has its basis in neuroscience; the
three principles correlate with the three
networks in the brain which must be
simultaneously engaged for optimal
learning to occur.
Who Benefits?
 Students who speak English as a
second language
 International students
 Students with disabilities
 Students with different learning
styles
 Students with varying academic
abilities
 Students with complex medical
needs
UDL continued
UDL principles make education more
inclusive and effective by removing the
barriers from the learning process.
If we design curriculum following the
principles of UDL, we effectively remove
the need for “special accommodations”
Three Key Principles of UDL
Multiple means of presentation
Multiple means of expression
Multiple means of engagement
Multiple Means of Representation
Universally designed course content
provides alternative presentations of
essential concepts. Various methods of
presentation can allow the student to
learn the information in their preferred
method.
How does this look in a classroom?
 Content could be presented using multiple media,
such as oral lectures, textbooks, charts or
diagrams, audio tapes, and videos.
 The same content could be changed from one
medium to another, such as oral output for
students with reading difficulties or pictures and
illustrations for students who need a visual image.
Multiple Means of Engagement
Universally designed course content
maintains varied skill levels, preferences,
and interests by allowing for options.
Having flexible teaching strategies and
course content, students can choose
methods that support their interest and skill
levels.
Tap into students’ interests.
How does this look in a classroom?
 Students would choose their preferred
method of learning new material. One
child might learn vocabulary by playing a
game in a race against the clock;
another might create stories or even
artwork to incorporate the new words.
 Materials would provide extra support
where students need it. For reading
practice, independent readers could read
silently from a book.
 Students needing more support might
read computer-based stories where they
could click on a troublesome word to
hear it pronounced or have the entire
text read aloud.
UDL
 Assignments could be varied according
to each child's skills. If the goal of a
project is to learn research skills, more
advanced students might be required to
produce a longer report or cite more
references. Students with less developed
research skills might gain as much from
creating a report using fewer references
to cover a limited number of key points.
 Offer choices of learning context
 Offer choices of content and tools
 Offer adjustable levels of challenge
 Offer multiple ways to be successful
Multiple Means of Expression
Universally designed course content
allows for alternate methods of
expression.
Allow students multiple means of
demonstrating mastery of the material.
How does this look in a classroom?
Assignments would be accepted in
various formats. A student who finds
written expression difficult might show
his knowledge orally; another might turn
in a report, write a play, or develop a
project to demonstrate learning.
UDL
“Paper and pencil" exercises could
become "computer and printer"
exercises for students who are slowed
down by the physical effort of writing, or
for any student who prefers using a
keyboard.
UDL
 Provide opportunities to practice with
support
 Provide opportunities for group
discussion
 Provide cooperative learning
opportunities
 Allow opportunities for oral presentations
All the brain networks
engaged simultaneously
In Summary:
UDL occurs when teachers plan instruction and
curricula that address the needs of all students,
regardless of their learning, behavioral, or
physical challenges
Increases in digital technology has created an
environment where UDL is now possible.
Together , UDL and is paving the way for more
accessible classes for all

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Universal design-for-learning

  • 1. Universal Design for Learning Presented by:- Smriti
  • 2. What is Universal Design for Learning? Universal Design for Learning, or UDL, is an instructional approach that opens opportunities for all students by using digital media and flexible instruction to help students meet their educational goals.
  • 3. Universal Design History Universal design began as an architectural movement in the USA. Curb cuts, automatic doors and ramps were added to buildings during the design process rather than as an after-thought. The concept of universal design has also been applied to web page designs which enable users with special needs to access the internet. More recently universal design has been applied to education. UDL has entered the educational world at this point in time because the technology is more available making UDL possible.
  • 4.
  • 5. Universal Design in Architecture and Products  Curb Cuts  Ramps  Captions on TV  Elevators  Easy Grip Tools .
  • 6. UDL UDL provides equal access to learning, not simply equal access to information. Universal Design allows the student to control the method of accessing information while the teacher monitors the learning environment.
  • 7. UDL UDL has its basis in neuroscience; the three principles correlate with the three networks in the brain which must be simultaneously engaged for optimal learning to occur.
  • 8. Who Benefits?  Students who speak English as a second language  International students  Students with disabilities  Students with different learning styles  Students with varying academic abilities  Students with complex medical needs
  • 9. UDL continued UDL principles make education more inclusive and effective by removing the barriers from the learning process. If we design curriculum following the principles of UDL, we effectively remove the need for “special accommodations”
  • 10. Three Key Principles of UDL Multiple means of presentation Multiple means of expression Multiple means of engagement
  • 11. Multiple Means of Representation Universally designed course content provides alternative presentations of essential concepts. Various methods of presentation can allow the student to learn the information in their preferred method.
  • 12. How does this look in a classroom?  Content could be presented using multiple media, such as oral lectures, textbooks, charts or diagrams, audio tapes, and videos.  The same content could be changed from one medium to another, such as oral output for students with reading difficulties or pictures and illustrations for students who need a visual image.
  • 13. Multiple Means of Engagement Universally designed course content maintains varied skill levels, preferences, and interests by allowing for options. Having flexible teaching strategies and course content, students can choose methods that support their interest and skill levels. Tap into students’ interests.
  • 14. How does this look in a classroom?  Students would choose their preferred method of learning new material. One child might learn vocabulary by playing a game in a race against the clock; another might create stories or even artwork to incorporate the new words.
  • 15.  Materials would provide extra support where students need it. For reading practice, independent readers could read silently from a book.  Students needing more support might read computer-based stories where they could click on a troublesome word to hear it pronounced or have the entire text read aloud.
  • 16. UDL  Assignments could be varied according to each child's skills. If the goal of a project is to learn research skills, more advanced students might be required to produce a longer report or cite more references. Students with less developed research skills might gain as much from creating a report using fewer references to cover a limited number of key points.
  • 17.  Offer choices of learning context  Offer choices of content and tools  Offer adjustable levels of challenge  Offer multiple ways to be successful
  • 18. Multiple Means of Expression Universally designed course content allows for alternate methods of expression. Allow students multiple means of demonstrating mastery of the material.
  • 19. How does this look in a classroom? Assignments would be accepted in various formats. A student who finds written expression difficult might show his knowledge orally; another might turn in a report, write a play, or develop a project to demonstrate learning.
  • 20. UDL “Paper and pencil" exercises could become "computer and printer" exercises for students who are slowed down by the physical effort of writing, or for any student who prefers using a keyboard.
  • 21. UDL  Provide opportunities to practice with support  Provide opportunities for group discussion  Provide cooperative learning opportunities  Allow opportunities for oral presentations
  • 22. All the brain networks engaged simultaneously
  • 23. In Summary: UDL occurs when teachers plan instruction and curricula that address the needs of all students, regardless of their learning, behavioral, or physical challenges Increases in digital technology has created an environment where UDL is now possible. Together , UDL and is paving the way for more accessible classes for all