The document discusses the implementation of Universal Design for Learning (UDL) principles in an early childhood center. UDL is an educational framework that provides flexible learning environments based on individual student needs. The early childhood center will incorporate UDL in its structure, classes, personnel, instruction, curriculum, technology, and assessments. Classrooms will have diverse seating options and materials. Instruction will engage students through multiple means of representation, action and expression, and engagement. Assessment will evaluate student understanding in varied formats based on learning style. The goal is to remove barriers and create an inclusive educational environment accessible to all students.

1. Universal
Learning Design
for Early
Childhood Center
By Joslyn Jenkins

2. What is the Universal Design for
Learning?
According to Wikipedia it is an educational framework
based on research in the learning sciences, including
cognitive neuroscience, that guides the development of
flexible learning environments that can accommodate
individual learning differences.

3. SAY
WHAT???
– This means that it is a new way
to think about teaching. Instead
of focusing on the barriers that
the child may have, we focus on
the barriers that the curriculum
may have for the child.
– It is a multifaceted approach to
teaching a lesson based on the
needs of the student.

4. In creating an Early Childhood Center
incorporating the principles of UDL, this will
be addressed
Structure
Classes
Personnel
Instruction
General
Curriculum
Technology
Assessment

5. Structure
– The structure of the
school will be so to
facilitate those of varying
needs including those
with handicapping
conditions as well as
visual impairments
-Wide spacing in hallways and doors as
well a ramps for easy accessibility for
wheelchairs
- Soft colors with clean walls as for
learners who are easily visually
distracted
- Braille and large prints available
throughout the building to help
learners identify the areas they are in
- Elevators and lifts will be available
- Playground facility that addresses the
physical needs of learners with
varying disabilities

6. Classes

7. Classes
– Class sizes would be 15 or less
children.
– Seating would be in multiple levels
(balance balls, chairs, bean bags) and
based on the child’s physical needs
to help facilitate learning
– Classrooms would be spacious with
age appropriate materials
– Flow of the classroom would
facilitate social engagement
– Independent work stations would be
set in in multiple manners (hands on,
technological ect.)
– Learners would be grouped based on
their learning needs
– Teacher materials are continuously
rotated and updated to keep within
the principles of UDL to address the
individual learner needs

8. Personnel
– Students would range from ages 3-
5 years old
– All personnel from Administration
to Teaching Assistants will have
UDL implementation training
– Hallway Leads will be Master
teachers
– 1 Teacher with 1 Teaching Assistant
for each classroom
– 2:4 Ratio for SpEd Classroom with
frequent inclusion for General
Education Classroom Opportunities
– Gen Ed Classroom housing
students under SpEd or 504 would
receive 1 extra TA for every 3
students

9. Personnel
– Principal
– Assistant Principal
– Counselor
– 504 Specialist
– Special Education Teachers
– General Education Teachers
– Teaching Assistants
– Grant Writer/UDL Specialist
– Nurse and Nurse’s Aid
– Physical and Adaptive PE Teacher
– Librarian
– Technology Lab Facilitator
– Discovery/Sensory Lab Facilitator
– Technology Specialist

10. Instruction
– Instruction will
be provided
based on the
individual
learning styles
of the students
– It will be based
on the UDL
Principles

11. Instruction- Representation
REPRESENTATION
– Content presented in multiple ways
through the use of a variety of
material
– Use of a multisensory teaching
approach (visual, auditory and
kinesthetic)
– Cooperative Learning
– Fieldtrips
– Music
– Electronic Educational Software
– Media and Technology

12. Instruction- Action & Expression
– Allow students to demonstrate
what they have learned
– Verbal expression
– Written expression
– Creating with use of
manipulatives
– (Show understanding of 1-1
Correspondence by passing
out snack materials)
– Continuous Feedback given
– Games
– Hands on Projects
– Have Flexible Assessments
– Depending on the learning style of
the child the assessment will
reflect the learning technique
– Verbal
– Written (drawing ect.)
– Writing a letter when called
instead of naming it
– Creation with use of
manipulatives
– Show understanding of social
standards by bathing and
dressing baby doll
– Reenactment

13. Instruction - Engagement
– Activities centered around
interest of the child
– Opportunities for student
choices of activities
– Scaffolded activities
– Include Media and
Technology
– Provided support where
needed
– Individual skills will be
focused on for success of
the skill without
interference from deficit
areas

14. Curriculum
– Collaboration is vital among team members
– focus will be on developing a flexible
curriculum supporting all learners so that they
achieve set goals
– Curriculum would be based on the Texas Pre-
Kindergarten Guidelines but will be
introduced and taught in multiple ways that
will encourage engagement and include
feedback and goal centered assessments

15. Curriculum
– Determine the barriers to create
successful learning environments
for all students
– Use of different tools during
instruction
– Learner centered activities
– Research based strategies which
incorporate UDL principles

16. Technology
– Not limited to learners with
special needs
– IPads/Chrome Books
– Touch screens
– Text-to-Voice devices
– Headphones
– Slant boards
– Various types of Assistive
Technology
– Technology is included in
planning carefully
– Its used to address the
learning needs for clear
goals that have been set,
not to take the place of
curriculum
– Can range from high
technology to low
technology depending on
the need of the learner to
create success in the
classroom

17. Assessments
– Assessments are based on the
learning style
– Assessments are for gathering
information to test knowledge on a
specific goal
– Are done in various ways
– Oral
– Written
– Drawing
– Dramatic

18. Assessments

19. Resources
– http://www.udlcenter.org/
– http://www.cast.org/
– Rose, DH., & Meyer, A. (2002) Teaching Every Student in the Digital Age.
Universal Design for Learning. Association for Supervision and Curriculum
Development, Alexandria Virginia.
– Images courtesy of Google