The document discusses Universal Design for Learning (UDL), which aims to provide multiple means of representation, engagement, and action/expression in curriculum design to accommodate diverse learners. UDL stems from Universal Design and is supported by technology and assistive tools. The document also discusses how UDL benefits a preschool by allowing all students to access the curriculum. Brain research further informs UDL implementation by considering how information moves through recognition, strategic, and affective networks.

1. “UDL”

2.  UDL stems from Universal Design which
began with architecture and providing various
ways to access buildings so that all persons
could enter (Laureate Education, Inc., 2009).

3.  Universal Design for Learning is something
that allows alternate paths to and through the
curriculum so that all students have the
opportunity to succeed no matter their
challenges or strengths (Laureate Education,
2009).

4. Provide Multiple Provide Multiple Provide Multiple
Means of Means of Action and Means of Engagement
Representation Expression •Options for Recruiting
•Options of Perception •Options for Physical Action Interest
through Different
Modalities •Options for Expression and •Options for Sustaining
Communication Effort and Persistence
•Options of Language,
Expressions, and Symbols •Options for Executive •Options for Self-
Function Regulation
•Options for Comprehension

5.  Technology enables more methods to be used
as optional tools to support UDL principles
(http://www.udlcenter.org/resource_library/
articles/udlunplugged)
 Assistive Technologies such as electric
wheelchair or eyeglasses are not optional tools
but required for certain students to gain access
to the basic learning environment.

6.  Impact on “Deana’s Caring and Sharing
Preschool” student learning is positive. UDL
provides guidance and tools to follow to
encourage educators to seek out and provide
specific options to reach the curriculum in
various ways. The students have successfully
reached all Preschool guidelines as suggested
by the State of Kansas with some surpassing
the benchmarks six months earlier.

7.  Learning differences vary from person to
person. Knowing where the information is
getting lost or mistranslated to a student will
aid in determining which part of the brain we
need to consider when providing the right type
of UDL strategy. The chart on the next slide
will illustrate the three parts of the brain and
how the information is processed.

8. Recognition • What We Learn
• How the brain gathers facts and
Networks categorizes what the person perceives
Strategic • How We Learn
• How the brain plans and completes
Networks the tasks
Affective • Why We Learn
• How the person gets motivated and
Networks engaged within a task

9.  UDL and Brain Research helps lend a picture
into the Learner’s strengths and weaknesses.
The Learner is unique and the differences
within the brain networks shows where the
UDL options need to be placed for the
students. For example, a student who is
Spanish speaking may have trouble in the
recognition network and would need the
information to be presented in a different way
such as in his native language.

10.  In today’s society technological advances have
opened the doors to many opportunities for
Universal Design in Learning with the guidance of
Brain research.
 Examples: Recognition networks: Technology aids in the
variety of possible ways to present the material
 Strategic networks: Technology aids in the possible ways
that the task can be completed as such through an
interactive website
 Affective networks: Teachers can use technology to
capture the student’s attention and help keep them
motivated within the task

11.  CAST is a website that has a multitude of tools
that can be utilized to strengthen the
classroom. Below are example of three online
tools that were beneficial to any classroom:
 UDL Goal Setter: Aids the educator in keeping
focus where it needs to be. Deana’s Caring and
Sharing Preschool can use this tool to set goals that
will implement UDL methods to provide
opportunities in the learning environment to ensure
that the students continue to grow

12.  UDL Profile Maker: Aids the educator in forming a
clear picture of the class strengths and weaknesses.
This information enable the educator to provide the
best UDL strategies to truly aid the students. This tool
will aid Deana’s Caring and Sharing Preschool in
knowing exactly what students need and where within
their brain networks the UDL would best be suited.
 UDL Solutions Finder: This aids the entire school to
find the best UDL methods for the curriculum. This
will help to keep Deana’s Caring and Sharing
Preschool as a solid unit and a collective working
towards a common goal-the best education for all
students.

13.  UDL is necessary to help schools evolve to the
current IDEA standards of ensuring that all
students are in the current classroom and
making progress within the curriculum. UDL
also is aiding the students who are already
excelling and helping them move forward as
well.

14.  CAST, Inc. (2002–2011). Teaching every student: Tools and
activities. Retrieved
from http://www.cast.org/teachingeverystudent/tools/
 Laureate Education, Inc. (Executive Producer). (2009). Reaching an
engaging all learners through technology. Baltimore, MD: Author.
 National Center on Universal Design for Learning. (2011, March
15). UDL guidelines–Version 2.0. Retrieved
fromhttp://www.udlcenter.org/aboutudl/udlguidelines
 Rose, D., & Meyer, A. (2002). Teaching every student in the digital
age: Universal design for learning. Retrieved
fromhttp://www.cast.org/teachingeverystudent/ideas/tes/