Universal design emerged from accessibility requirements in architecture and has been applied to education. Universal design for learning (UDL) involves designing curricula and environments to be usable by all students without adaptation. UDL principles include providing multiple means of representation, engagement, and action/expression. UDL benefits all learners by accommodating differences and allowing students to become expert learners.

2. WHAT IS UNIVERSAL DESIGN?
• Emerged from the field of architecture, when
federal law required that all buildings be
accessible. As a result, architects began to
plan accessibility into the original designs
instead of waiting to change buildings later if
a specific person needed access (source 5).
• This idea was applied to learning, and the
CAST (Center for Accessing Special
Technologies) group coined the term
“Universal Design for Learning,” or “UDL”
(source 5).
• Definition of UDL: the design of products and
environments to be usable by all people, to
the greatest extent possible, without the
need for adaptation or specialized design
(source 1).
(Source 3)
(Source 9)
(Source 20)

3. A CHANGE IN MINDSET
• Universal Design purports a change in mindset. Instead of seeing the
person as the one with a disability, the institution is the one with the
disability.
• In regards to schooling, the problem is that we have a very fixed and
narrow curriculum designed for some, not all, students. Then, we define
the students for whom this curriculum doesn’t work as “struggling
learners” or “disabled”- when really the schools, curricula, and learning
(Source 14)(Source 6)

4. HOW THIS MINDSET CHANGE AFFECTS TEACHING
• There are 3 Main Principles of Universal Design for Learning (source 4).
Employing these principles does not eliminate the need for specific
accommodations, but does minimize the need for them (source 1).
Teachers must:
1) Provide multiple means of representation
2) Provide multiple means of action and expression
3) Provide multiple means of engagement
(Source 1o) (Source 5)
(Source 12) (Source 16)
(Source 18) (Source 1)

5. UDL IN THE CURRICULUM
• 1. Goals
• What are our standard based-goals? Did we make them into
things that are important to do?
• 2. Materials
• Are our materials universally designed for learning?
• 3. Methods
• How will we teach the content?
• 4. Assessment
• How will we evaluate what students have learned?
The 4 main components of the curriculum that need to be
examined to make sure they are done in the UDL format are
(source 4):
(Source 15)
(Source 8)
(Source 2)
(Source 13)

6. ADHD SPOTLIGHT
• The article “Attention Class!” focused on
strategies teachers use that were inspired by
their ADHD students. This is a perfect example
of fixing the disabilities in the classroom that
were inhibiting the students to learn, rather
than “fixing” the student. This is what UDL is
all about!
• Strategies used in these classrooms:
• Prioritize- student learning over the façade of a
“perfect” classroom with all students quietly in
their seats
• Give immediate feedback
• Think preventatively- always have extra activities
available
• Set routines for directions and homework
• Give students freedom in their learning space
• Help build self-awareness and learning skills
• The main idea behind these strategies, which is
the heart of UDL: “If something isn’t working in
my lesson, if someone is confused by the
directions, it is my fault—not theirs.”
(Source 22)
(Source 19)

7. UDL IS BENEFICIAL TO ALL
• Universal Design in the architectural sense benefits ALL people, such
as curb cuts originally made for those in wheelchairs also being
enjoyed by those who use strollers, bicycles, etc. (source 1).
• Similarly, Universal Design in the educational sense benefits ALL
learners. Before, teachers were to target the “average” student, when
in reality no such thing exists. With UDL, all students have the chance
to become expert learners (source 3).
(Source 4 )(Source 17)(Source 21)
(Source 7) (Source 11)

8. VIDEO AND ARTICLE SOURCES
1. Burgstahler, Sheryl. Universal Design of Instruction (UDI):
Definition, Principles, Guidelines, and Examples. Rep. University of
Washington, n.d. Web. 24 Sept. 2013.
2. Pappano, Laura. Attention Class! Rep. Harvard Graduate School of
Education, n.d. Web. 24 Sept. 2013.
3. UDL: Principals and Practice. YouTube. UDL Center, n.d. Web. 24 Sept. 2013.
4. The UDL Guidelines. YouTube. UDL Center, n.d. Web. 24 Sept. 2013.
5. Universal Design for Learning (UDL): Reaching All, Teaching All. Rep. ERIC
document reproduction service no. ED485470. Delaware State Dept. of
Education, Dover., n.d. Web. 24 Sept. 2013.

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<www.classroom-teacher-resources.com>.
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<www.bikexprt.com>
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<www.edebetictac.com>.
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<www.psycologytoday .com>
20. Universal Design for Learning. N.d. Photograph. Web.
<Ajhidt.wordpress.com>.
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<www.asyourworldchanges.wordpress.com>.
22. What Causes ADHD? N.d. Photograph. Web.
<www.health.com>.