This document provides required and recommended resources for learning about Universal Design for Learning (UDL). The required resources include a textbook chapter on UDL principles, a video introducing UDL, and websites from CAST and the National Center on UDL exploring model UDL lesson plans and the relationship between UDL and technology. Recommended supplemental resources include an article linking UDL and assistive technology, a video on assistive technology for UDL, and information on the Common Core State Standards. Students are assigned to review these resources, watch the introductory UDL video, discuss how UDL principles apply to their own learning styles and strengths, examine a model UDL lesson plan, and develop their own UDL lesson plan incorporating educational technology

1. Required Resources (I will pay $30 for all three of these
together)
Required Text
Inclusive technologies: Tools for helping diverse learners
achieve academic success
Chapter 5: Principles of Universal Design for Learning
Multimedia
UDLCAST. (2010, January 6).
UDL at a glance
[Video file]. Retrieved from
http://www.youtube.com/watch?v=bDvKnY0g6e4
Websites
CAST UDL Lesson Builder. (n.d.).
Explore model UDL lesson plans
. Retrieved from http://lessonbuilder.cast.org/explore.php
National Center on Universal Design for Learning. (2013).
UDL and technology
. Retrieved from
http://www.udlcenter.org/aboutudl/udltechnology
The Center for Applied Special Technology (CAST) is the
founding organization for UDL and an instant resource for
sharing UDL innovation and contributions regarding research
related to UDL and assistive technology.
Universal Design for Learning: An Introduction
(http://mast.ecu.edu/modules/udl_intro/)
The MAST module on universal design for learning was created
to focus on the specific application of UDL. This module will

2. provide the learner with an introduction to UDL, its application,
and assistive technology tools to support the use of UDL for
students with disabilities.
Recommended Resources
Article
Rose, D. H., Hasselbring, T. S., Stahl, S., & Zabala, J. (2005).
Assistive technology and universal design for learning: Two
sides of the same coin
.
Handbook of Special Education Technology Research and
Practice, 23
, 507-518. Retrieved from
http://craigcunningham.com/nlu/tie536fall09/Assistive%20Tech
nology%20and%20UDL_TwoSidesoftheCoin.pdf
This article describes the history and implications of linking
UDL and assistive technology in providing solutions for
learning that address a wide range of abilities and disabilities.
Multimedia
bawilliams2. (2012, February 4).
Intermediate assistive technology and universal design
2012.m4v
[Video file]. Retrieved from
http://www.youtube.com/watch?v=dRbV_LYsm8A
This video provides creative ideas about assistive technology
devices and software commonly used in curricula to provide
access for students.
Website

3. Common Core State Standards Initiative
(http://www.corestandards.org/)
The Common Core State Standards provide a consistent, clear
understanding of what students are expected to learn so teachers
and parents know what they need to do to help them.
Discussions
To participate in the following discussions, go to this week's
Discussion
link in the left navigation.
UDL and Assistive Technology
The promise of UDL is seen when we consider providing
access to the curriculum for students from a wide variety of
abilities and background. The UDL framework aligns with
inclusionary practices found in today’s schools and assistive
technology strengthens the UDL framework to provide a means
of learning for students with disabilities.
Watch the video,
UDL at a Glance
. After viewing the video and utilizing what you have learned
about UDL, reflect on your own learning style. Which one of
the three UDL principles (representation, expression,
engagement) do you find applies to your own learning strength?
Why? How would the three principles remove barriers to
learning as you progress through your MAED program?
Guided Response:
Respond to at least two classmates who selected different UDL
learning strategies from the one you chose, and analyze their

4. learning style and preferred UDL principle. Recommend an
educational technology device to your classmates that can be
leveraged to support the UDL learning principle they have
chosen. How would you use the assistive technology device or
resource to enhance your classmates' learning opportunities and
those of their students?
UDL and Lesson Planning
Examine one of the model UDL lesson plans from the Center
for Applied Science Technology (CAST) website,
Explore Model UDL Lesson Plans
.
Evaluate the model UDL lesson plan and explain the various
ways it supports learning for all students, including those with
disabilities. Explain how assistive technology is used within
the lesson to support teacher pedagogy and/or promote access to
learning for students. Finally, share ways that you might
consider enhancing the lesson to strengthen one of the UDL
principles (multiple means of representation, engagement, or
expression) and the use of assistive technology within the
lesson.
Guided Response:
Take on the role of a student with a disability in the classroom.
Respond to at least two of your classmates with feedback on
how the inclusion of assistive technology in the lesson may
impact your learning. Explain to your classmates how the use
of UDL strategy within the lesson will provide various ways to
address your learning needs.
Assignment
To complete the following assignment, go to this week's

5. Assignment
link in the left navigation.
Universal Design for Learning Lesson Plan (1)
Develop a lesson plan that incorporates universal design for
learning (UDL) and leverages educational technologies in the
classroom. Your lesson plan must include the following
components:
Common Core State Standards
(CCSS) that are related to the content area (English or math).
Objectives that are aligned with the CCSS:
What is to be taught.
Where and when it is to be taught.
Standard of success for the individual lesson (must be
measurable).
One UDL component (multiple means of representation,
engagement, or expression) embedded in the lesson.
At least one instructional technology device that can be
incorporated class- wide.
A description of a formative assessment at the conclusion of the
lesson to measure students’ mastery of the daily objective.
Teacher self-assessment.
Even lessons that fail to produce the intended results are an
excellent opportunity for reflection, adjustment, and growth.
What problems do you anticipate with the lesson? What did you
learn about AT and UDL from creating this unit?
Use the
lesson plan template
provided for this assignment. You must include a title and
reference page for this assignment using APA format as
outlined in the Ashford Writing Center. You must use at least
two scholarly sources in addition to the course text.

6. Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.