This presentation discusses Universal Design for Learning (UDL) and how it aims to give all learners equal opportunities by creating flexible goals, methods, materials and assessments. UDL focuses on recognition, strategic and affective networks, with examples like using multiple media forms and minimizing threats. Benefits include easier customization, tools like CAST programs, and more differentiated, accommodating learning. UDL helps meet all students' needs by recognizing individual differences rather than categorizing learners.

1. UDL Presentation: Sharing Ideas and Building Resources
Ashley Odom
Student ID: A00257081
EDUC 7109-1
Diverse Learners and Technology

2.  Aspires to give equal opportunities for all
individuals to learn
 Creates instructional goals, methods,
materials and assessments that can be
adjusted to meet the individual needs of
learners
 UDL at Cast:
 http://youtu.be/bDvKnY0g6e4

3.  Recognition: the “What” of
Learning
 Determines how facts are gathered
and categorizes what what is seen,
heard and read
 Examples: illustrating through
multiple forms of media, clarifying
vocabulary and symbols

4.  Strategic: the “How” of Learning
 Determines how tasks are planned
and performed
 Examples: guiding students with
appropriate goal-setting, using
multiple tools for composition and
construction

5.  Affective: the “Why” of Learning
 Determines how to engage learners
and keep them motivated
 Examples: foster collaboration and
communication, minimize threats
and distractions

6.  Benefits the learner by
creating easier and more
effective customization of
the curriculum
 Examples
 CAST UDL Book Builder
 CAST Strategy Tutor
 use of personal assistive technologies

7.  More successful differentiated learning
throughout the campus
 Better meeting of accommodations and
modifications for special education students
 More “expert learners” which would create
higher expectations that are reachable for
each students

8.  Learners should not be
categorized in groups such as
“disabled” or “bright”
 There are no “regular” students
 Learners differ across and within the three
neural networks

9.  Learners learn differently on an individual
basis
 Strengths and weaknesses make each learner
unique
 UDL Guideline 2 focuses on providing options
for language (linguistic)

10.  Curriculum Self-Check
 Helps educators create options within their curriculum
and build flexibility to reach students and keep them
engaged
 Lesson Builder
 Shows educators how to customize standards-based
curriculum so they can meet individual learning needs
 Strategy Tutor
 Supports teachers and students doing reading and
Internet research

11. ASCD. (2013). What Brain Research Tells Us About Learner
Differences. Retrieved on January 12, 2013 from
http://www.ascd.org/publications/books/101042/chapters/
What-Brain-Research-Tells-Us-About-Learner-
Differences.aspx
CAST, Inc. (2012). CAST: Center for Applied Special
Technology. Retrieved on January 11, 2013 from
http://cast.org/index.html
CAST, Inc. (2012). Home-National Center on Universal Design
for Learning. Retrieved on January 11, 2013 from
http://www.udlcenter.org
Janowski, Karen. (2013). Free Technology Toolkit for UDL in
All Classrooms. Retrieved on January 10, 2013 from
http://udltechtoolkit.wikispaces.com