1. Universal Design for LearningUniversal Design for Learning
(ImageSource:http://www.sjsu.edu/wsq/archive/summer09/panorama/)
2. Margaret King-Sears (2009) says that Ron Mace originated the idea of universal
design in architecture , planning for access to all, in the 1970s.
According to Myer and O’Neill (2000) “The ‘universal design’ concept has its roots in
architecture and product design, where physical access is the goal. Architects
practicing universal design create structures that are dedicated to accommodating the
widest spectrum of users, including those with disabilities” (para.7).
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A Blueprint for Access
3. Universal Design for LearningUniversal Design for Learning
(ImageSource:http://www.sjsu.edu/wsq/archive/summer09/panorama/)
Universal Design for Learning (UDL) is about designing curriculum and
instruction that gives everyone an equal opportunity to learn according to
their individual learning styles, working strategies, and abilities
(Cennamo, Ross, & Ertmer, 2009).
4. Why is Universal Design for Learning
Important?
Distributed Processing in the Human Brain
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5. Distributed Processing
According to Dr. David Rose (Laureate
Education, Inc., 2009) , learning activity
is distributed among three neural
networks:
• Recognition Networks
• Strategic Networks
• Affective Networks
These vary among
Individuals. Consequently,
so do the ways people learn.
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6. Recognition Networks
Generally residing on the lateral surface of the back
of the brain and the cerebellum, recognition
networks receive and interpret data from the senses.
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7. Strategic Networks
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Strategic networks, generally located in the
prefrontal cortex, plan, execute, monitor, and
adjust behavior.
8. Affective Networks
Affective networks are primarily located in the
limbic lobe, and evaluate patterns, assign
emotional significance, and set priorities.
(Image Source: http://www.brainchannels.com/evolution/physicalbrain.html
9. Distributed Processing
Variance in individuals’ neural networks accounts for many
differences in learners’ perceptions, preferences, abilities, and
interests, and various technologies can be employed to
differentiate instruction to address these differences.
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11. Three Principles of UDL
• Multiple Means of
Representation
• Multiple Means of
Action and Expression
• Multiple Means of
Engagement
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More
More
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12. Multiple Means of Representation
Instructional Methods
In order to better address the diversity of
recognition networks represented in our
classrooms, we can present many
examples, highlight important features,
provide a variety of media forms, and
ensure that we have adequately activated
and developed requisite prior knowledge
(Rose & Meyer, 2002).
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13. Technology for Representation
Most computer operating
systems have built-in options
to make content accessible,
such as text-to-speech,
speech-to-text, font-size
adjustment, and magnification
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14. Technology for Representation
Audio texts,
films, pictorial
representations,
and other
alternative
content-delivery
media may be
used to reach
curricular goals.
(Image Source: http://www.istockphoto.com/)
15. Technology for Representation
Captioning software, Braille and sign-language texts, image
search engines, presentation software online translation
programs, and other technological tools can help to provide
support for language and symbols. Digital texts can be
highlighted and manipulated and otherwise customized to
increase comprehension.
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Screen capture of
http://babelfish.yahoo.com/
16. Multiple Means of Action and Expression
Instructional Methods
Rose and Meyer (2006) recommend presenting
flexible models to illustrate a variety of ways to
demonstrate skilled performance. Slideshow
presentations, films, digital stories, concept
maps, audio recordings, podcasts, websites,
blogs, wikis, and any number of other media
may be used to demonstrate acquisition of
content.
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17. Technology for Action and Expression
Many of the same
resources that can
be used to provide
multiple forms of
representation,
such as
presentation
software, audio,
video, and other
digital
communication
tools, can be used
for expression as
well.
(Image Source: http://www.istockphoto.com/)
18. Technology for Action and Expression
Some tools are
useful for providing
physical access to
means of
expression through
adaptations such as
alternative input
devices, key
mapping software,
and virtual
keyboards.
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19. Multiple Means of Engagement
Instructional Methods
Because affective networks vary from
student to student, it makes sense that
offering variety (in most cases) and
choice in media and contexts for learning
experiences can increase the likelihood of
engaging all learners (Rose & Meyer,
2006).
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20. Technology for Engagement
When it comes to
recruiting interest, the
advantages of digital
information and
communication
technology are clear.
These tools provide
access to content and
media forms that appeal
to students, and are often
inherently interesting to
the generation of
students Mark Prensky
(2005) called “digital
natives” (p. 9).
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21. Technology for Engagement
Digital technology has given
us new tools to recruit
interest, sustain effort and
persistence, and help
students regulate their own
learning behavior.
(ImageSource:
http://www.edutopia.org/sage-advice-multiple-intelligences-classroom-management
)
Computers and the Internet have made it easier than ever
to access resources that reflect both curricular content
and student interests.
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(Image Source:
http://bejlt.brookes.ac.uk/article/elevator_to_communal_scaffold/ )
22. The CAST website
provides a great
list of technology
resources at
http://www.udlcent
. These are
practical
technology
solutions, listed
according to UDL
Principles and
Guidelines.
TechnologyandUDL The CAST Website
The Center for Applied
Special Technology
23. The CAST UDL
online modules
offer an
introductory
course on UDL
and a course on
how to plan
using the UDL
framework at
http://udlonlin
e.cast.org/hom
e .
ProfessionalDevelopment The CAST Website
The Center for Applied Special Technology
24. LearningTools
On its “Learning Tools” page, CAST
provides free applications to
facilitate UDL implementation.
The CAST
Website
http://www.cast.org/learningtools/index.html
The Center for Applied
Special Technology
25. Implication for UDL at Our School
By implementing the principles of UDL using the
guidelines, professional development modules, learning
tools, and technology resources available on the CAST
website, we can ensure access to the highest quality
instruction for all learners at our school.
By implementing the principles of UDL using the
guidelines, professional development modules, learning
tools, and technology resources available on the CAST
website, we can ensure access to the highest quality
instruction for all learners at our school.
26. Multiple Means of Representation:
Information and content should be
presented in a variety of ways.
CAST Guideline #1: Perception Options:
• Checkpoint 1.1 Customize the display of
information
• Checkpoint 1.2 Provide alternatives for
auditory information
• Checkpoint 1.3 Provide alternatives for visual
information
Back
27. Multiple Means of Representation:
Information and content should be
presented in a variety of ways.
CAST Guideline #2: Language and Symbols Options
• Checkpoint 2.1 Define vocabulary and symbols
• Checkpoint 2.2 Clarify syntax and
• Checkpoint 2.3 Provide options for decoding text
or mathematical notation
• Checkpoint 2.4 Provide options that promote
cross-linguistic understanding
• Checkpoint 2.5 Illustrate key concepts non-
linguistically
Back
28. Multiple Means of Representation:
Information and content should be
presented in a variety of ways.
CAST Guideline #3: Comprehension Options
• Checkpoint 3.1 Provide or activate
background knowledge
• Checkpoint 3.2 Highlight critical features, big
ideas, and relationships
• Checkpoint 3.3 Guide information processing
• Checkpoint 3.4 Support memory and transfer
Back
29. Multiple Means of Action and Expression:
Students should be able to demonstrate
their understanding in a variety of ways.
CAST Guideline #4: Action and Expression
Options
• Checkpoint 4.1 Provide options in the mode of
physical response
• Checkpoint 4.2 Provide options for navigation
• Checkpoint 4.3 Provide options for accessing
tools and assistive technologies
Back
30. Multiple Means of Action and Expression:
Students should be able to demonstrate
their understanding in a variety of ways.
CAST Guideline #5: Provide options for
expressive skills and fluency
• Physical action
• Checkpoint 5.1 Provide media options for
communication
• Checkpoint 5.2 Provide options in the tools
for composition and problem-solving
• Checkpoint 5.3 Provide scaffolding options for
practice and performance
Back
31. Multiple Means of Action and Expression:
Students should be able to demonstrate
their understanding in a variety of ways.
CAST Guideline #6: Provide options for executive
functions
• Checkpoint 6.1 Guide effective goal-setting
• Checkpoint 6.2 Support planning and strategy
development
• Checkpoint 6.3 Facilitate managing
information and resources
• Checkpoint 6.4 Enhance capacity for
monitoring progress
Back
32. Multiple Means of Engagement: Students
need to be engaged in ways that suit them.
CAST Guideline #7: Provide options for
recruiting interest
• Checkpoint 7.1 Increase individual choice and
autonomy
• Checkpoint 7.2 Enhance relevance, value, and
authenticity
• Checkpoint 7.3 Reduce threats and
distractions
Back
33. Multiple Means of Engagement: Students
need to be engaged in ways that suit them.
CAST Guideline #8: Provide options for
sustaining effort and persistence
• Checkpoint 8.1 Provide options that heighten
salience of goals and objectives
• Checkpoint 8.2 Vary levels of challenge and
support
• Checkpoint 8.3 Foster collaboration and
communication
• Checkpoint 8.4 Increase mastery-oriented
feedback
Back
34. Multiple Means of Engagement: Students
need to be engaged in ways that suit them.
CAST Guideline #9: Provide options for Self-
Regulation
• Checkpoint 9.1 Provide options for guiding
goal-setting and expectations
• Checkpoint 9.2 Scaffold coping skills and
strategies
• Checkpoint 9.3 Provide options for
developing self-assessment and reflection
Back
35. References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful
Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom
ed.). Belmont, CA: Wadsworth, Cengage Learning. King-Sears, M. (2009).
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all
learners through technology. Baltimore: Author.
Meyer, A., & O'Neill, L. (2000). Beyond Access: Universal Design for Learning.
Exceptional Parent, 30(3), 59. Retrieved from Education Research Complete
database.
Prensky, M. (2005). Listen to the Natives. Educational Leadership, 63(4), 8-13.
Retrieved from Education Research Complete database.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning. Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/
Universal Design for Learning: Technology and Pedagogy. Learning Disability
Quarterly, 32(4), 199-201. Retrieved from Education Research Complete database.
