This document discusses Universal Design for Learning (UDL), which aims to provide flexible learning opportunities for all students through recognizing three networks in the brain - recognition, strategic, and affective. UDL principles encourage presenting curriculum in multiple formats to engage diverse learners. Technology supports UDL by delivering individualized instruction that adapts to each student's needs and strengths over time.

1. Melissa Herb
Walden University
Reaching and Engaging All Learners Through Technology
EDUC-6714I-3
Dr. Rachel Bordelon
November 24, 2011

2.  UDL is a set of principles for curriculum
development that give all individuals equal
opportunities to learn.
 UDL helps in creating instructional goals for
everyone, these are flexible, as there is no one-
size-fits all solution

3.  UDL was inspired by a movement in
architecture, which was formulated by Ronald
Mace.
 UDL applies the idea of universal design,
which was originally for constructing
buildings, to learning. This is where
curriculum is designed for all learners.
Sandboxseries.pbworks.com

4.  Recognition
 “Recognize essential cues and patterns” (CAST,
2011)
 Strategic
 “Master skillful strategies for action” (CAST, 2011)
 Affective
 “Engage with learning” (CAST, 2011)
http://iris.peabody.vanderbilt.edu/udl/udl_03.html

5.  Recognition is providing methods that are
flexible in their presentation.
 Multiple representations of the concepts that
are being taught.
 Recognition is the “what” of learning.

6.  Verbal chart description
 Tactile graphic representation
 Computer read text
 Enlarged texts
 Customize background
 Vary volume and rate of speech
magento.siteground.com

7.  Strategic is the “how” of learning.
 Strategic helps students with “planning and
executing tasks” (Learning Ally, 2011)
 This is learning information in a variety of
ways.

8.  Demonstrate understanding in variety of ways
(written reports, iMovies, PowerPoints)
 Voice activated switches
 Expanded keyboards
 Variety of alternatives to interacting with
materials
 Using physical manipulatives
 Using spelling and grammar checks
 Giving feedback http://midgefrazel.net/gotheme.html

9.  Affective is the “why” of learning
 This network deals with emotion.
 It helps to decide the priorities a person has,
along with what should be focused upon.

10.  Providing choices in rewards
 Providing choices in colors and designs
 Set and display educational goals
 Allow students to work in pairs
www.baylor.edu www.zazzle.com

11.  “Technology and the Universal Design for Learning
come together around individualized piece” (Scholastic
Inc, 2011) of learning.
 Students are different, so new technologies help in
making information different for the students.
Technology can help students by giving them
meanings, definitions, or more while they are learning.
 Since each student is different, technology can help
deliver the information differently to suit the students’
needs.
 Technology can help the students at their level.

12.  Electronic versions of texts
 Ability to give immediate and constant
feedback
 Changes in font and color in software
programs
 Ability to have book or word read to student
www.bookyards.blogspot.com

13.  Students are more engaged in learning
 UDL challenges students, yet makes them feel
comfortable in their learning.
 UDL can help in translating for those students
that are not yet English speaking.
www.visualphotos.com

14.  “No two students are alike in their learning”
(Laureate Education, Inc., 2009)
 Research has found that there are three
different networks in the brain. These networks
are:
 Recognition
 Strategic
 Affective

15.  Located in the back of the head
 Deals with sensory organs, such as eyes, ears,
nose

16.  The “how” network
 Located in the front of the head

17.  The “why” of learning
 This network is located in the core of the brain
and it helps to develop preferences.

18.  UDL “supports each learner appropriately and
adjusts as the learner changes over time”
(ASCD, 2011).
 UDL “treats individual differences as an
equally important focus of attention” (CAST,
2011)
www.creativeclassroomsolutions.com/crea
tiveclassroomsolutions/Universal_Design_
for_Learning.html

19.  Goal Setter at
http://www.cast.org/teachingevery
student/tools/udlgoalsetter.cfm
 UDL Class Profile Maker at
http://www.cast.org/teachingevery
student/tools/classprofile.cfm
 UDL Solutions Finder at
http://www.cast.org/teachingeverystudent/t
ools/udlsolutionsfinder.cfm

20.  A Study on Universal Design Learning (2011). Impact on Student Learning. Retrieved
on November 24, 2011 from http://sites.google.com/site/astudyonudl/impact-of-udl-
on-student-learning
 ASCD (2011). Using UDL to Support Every Student’s Learning. Retrieved on November
24 from http://www.ascd.org/publications/books/101042/chapters/Using-UDL-to-
Support-Every-Student%27s-Learning.aspx
 National Center on Universal Design for Learning. (2011).
http://www.udlcenter.org/aboutudl/udlevidence
 Scholastic Inc. (2011). Research and Advisors Webinar Series
http://teacher.scholastic.com/products/ReadAbout/research/webinars_rose.htm
 Learning Through Listening. (2011). Learning Ally: Universal Design for Learning.
http://www.learningthroughlistening.org/Universal-Design-for-Learning-UDL/UDL-
and-Listening/180/
 Wikipedia (2011). Universal Design for Learning. Retrieved on November 23 from
http://en.wikipedia.org/wiki/Universal_Design_for_Learning