This document provides an overview of universal design and Universal Design for Learning (UDL). It discusses the history of universal design beginning in the 1950s and key laws passed to promote accessibility. The principles of universal design focus on equitable use, flexibility, perceptible information and tolerance for error. UDL is designed to create flexible learning opportunities for all students by providing multiple means of representation, expression and engagement. The document also describes CAST, a nonprofit organization that promotes UDL, and some of their online tools and resources to support implementing UDL principles.

1. Shenisa Renee Allen
Walden University
Dr. Sherry Lambertson
November 28, 2010 1

2. Objectives
History of Universal Design
Principles and examples
Universal Design for Learning (UDL)
What is CAST?
CAST online tools and resources
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3. History of Universal Design
1950’s barrier free movement
1961 the American Standards Association (The
American National Standards Institute, ANSI)
“Disability Rights” Movement
of the 1960’s
Architectural Barriers Act of 1968.
Retrieved from: http://accessproject.colostate.edu/udl/documents/philosophy.cfm
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4. History of Universal Design
The Rehabilitation Act of 1973
Section 504 - reauthorization
Section 508
Technology Related Assistance for
Individuals with Disabilities Act of
1988, Amended 1998 (Tech Act)
Individuals with Disabilities
Education Act, or IDEA 1997
Americans with Disabilities Act,
1990
Retrieved from: http://accessproject.colostate.edu/udl/documents/philosophy.cfm
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5. Definition
Universal design - The design of products and
environments to be usable by all people, to the
greatest extent possible, without adaptation or
specialized design.
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6. PRINCIPLE ONE
Equitable Use
The design is useful and marketable to people with
diverse abilities.
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7. PRINCIPLE TWO
Flexibility in Use
The design accommodates a wide range of individual
preferences and abilities.
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8. PRINCIPLE THREE
Simple and Intuitive Use
Use of the design is easy to understand,
regardless of the user's experience, knowledge,
language skills, or current concentration level.
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9. PRINCIPLE FOUR
Perceptible Information
The design communicates necessary
information effectively to the user,
regardless of ambient conditions or the
user's sensory abilities.
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10. PRINCIPLE FIVE
Tolerance for Error
The design minimizes hazards and the adverse
consequences of accidental or unintended actions.
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11. PRINCIPLE SIX
Low Physical Effort
The design can be used efficiently and comfortably
and with a minimum of fatigue.
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12. PRINCIPLE SEVEN
Size and Space for Approach
and Use
Appropriate size and space is provided for approach,
reach, manipulation, and use regardless of user's body
size, posture, or mobility.
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13. Universal Design for Learning
Design of flexible
instructional materials
and activities that allow
the learning goals to be
achievable by those with
differences in their
abilities and learning
styles.
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14. Universal Design for Learning
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15. Universal Design for Learning
Multiple means of:
Representation
Expression
Engagement
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16. Universal Design for Learning
Multiple methods and
assessments
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17. Digital Text
Can be
Enlarged
Spoken
Colored
Highlighted
Embossed to Braille
Supplemented with supports
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18. Digital Books
Libraries, Magazines, Newspapers
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19. Research
Brain Research
Three brain networks
1. Recognition
Identifying and categorizing
2. Strategic
Planning and performing
3. Affective
Engagement and motivation
“The central role of technology in UDL is to provide
access to learning environments, materials and
experiences”
(www.slideshare.net/char180/udl-vaughn-c) 19

20. What is CAST?
 CAST is a nonprofit research and development
organization that works to expand learning
opportunities for all individuals, especially those
with disabilities, through Universal Design for
Learning (UDL).
Founded in 1984, CAST has earned international
recognition for its innovative contributions to
educational products, classroom practices, and
policies.
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21. CAST online tools and
resources Create a graph at http://nces.ed.gov/nceskids/createagraph/, is a great way
help meet the diverse learning needs of my students. Sometimes complicated
information is difficult to understand and needs an illustration. Graphs or
charts can help impress people by getting your point across quickly and
visually.
 Web Worksheet Wizard and Project Poster have combined to make Web
Poster Wizard at http://poster.4teachers.org/ . This FREE tool allows educators
to create a lesson, worksheet, or class page and immediately publish it online.
Teachers can also set up classes and assign projects to students. Students
complete the assignments by creating their own online projects or reports.
Teachers and students can even add images and links to their pages.
 The Problem-based learning checklist at
http://pblchecklist.4teachers.org/index.shtml , is an age-appropriate,
customizable project checklist for written reports, multimedia projects, oral
presentations, and science projects. The use of these checklists keeps students
on track and allows them to take responsibility for their own learning through
peer- and self-evaluation.
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22. References
Create a graph. Retrieved from
http://nces.ed.gov/nceskids/createagraph/
Colorado State University. The History and Philosophy of UDL. Retrieved
from http://accessproject.colostate.edu/udl/documents/philosophy.cfm
Web poster wizard. Retrieved from
http://poster.4teachers.org/
Problem-based learning checklist. Retrieved from
http://pblchecklist.4teachers.org/index.shtml
Vaughn, C. Central Role of Technology in UDL. Retrieved from
http://slideshare.net/char180/udl-vaughn-c
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