This document discusses implementing Universal Design for Learning (UDL) in higher education. It provides an overview of UDL principles, which are based on how people's brains process information through recognition, strategic, and affective networks. It recommends getting inspired by online UDL resources, inspiring higher education institutions about UDL through various events and materials, and providing concrete tips to help "seduce" and sustain UDL implementation over time. Sustaining efforts include coaching, workshops, intensive training days, and contests to engage people in ongoing UDL application. The document emphasizes that UDL is a proactive approach to make learning accessible and diverse for all students, not a fixed formula or accommodation for a few.

1. UNIVERSAL DESIGN FOR
LEARNING IN HIGHER
EDUCATION:
HOW TO IMPLEMENT?
Support Centre for Inclusive Higher Education
(SIHO)
BELGIUM
Katrien De Munck & Meggie Verstichele

2. WHO ARE YOU?

3. CONTENT
1. Context of SIHO
2. UDL- principles
3. How to start?
4. How to seduce?
5. How to sustain?

4. 1. CONTEXT OF
SIHO

5. WHERE IS THE STUDENT
?

6. 2. UDL-
PRINCIPLES

7. Is our
fysical
2.1 UNIVERSAL DESIGN
environme
nt
accessible
?

9. Is our
2.2 UNIVERSAL DESIGNlearning
environme
FOR LEARNING nt
accessible
?

10. 2.3 UD & UDL
UD UDL
Fysical environment Learning environment
Fysical barriers Educational barriers
Proactive Proactive
Retrofitting Adjustments
= expensive / difficult = time-consuming / difficult
10

11. 2.4 UDL-FUNDAMENTS:
NEUROLOGICAL BASIS
3 inter-related networks (Rose, Meyer, Hitchcock,
2005):
Recognition network Affective network Strategical network
What? Why? How?
Recognition and intake Evaluation and setting Planning, executing
of information priorities and monitoring

12. 2.5 FROM NEUROLOGY
TO PRINCIPLES
UDL-Principles for effective teaching
Recognition network Strategical network Affective network
Principle 1: Principle 2: Principle 3:
Offer Action & Engageme
information expression nt

13. 3. HOW TO START?

14. 3.1 GETTING INSPIRED
www.cast.org
http://udlonline.cast.org/home

15. 3.2 INSPIRING HIGHER
EDUCATION
UDL on the agenda in several occasions:
- events
- presentations
- newsletter and website
-…
- UDL-day with CAST

17. 4. HOW TO
SEDUCE?

18. HOW TO SEDUCE?
- giving concrete tips and relating it to all aspects of
inclusion in higher education
- giving information about UDL in different ways
 lectures, newsletters, presentation, training,
academic and applied, referring to the UN-
convention
 developing a new website www.siho.be/udl

19. 5. HOW TO
SUSTAIN?

20. HOW TO SUSTAIN?
- engaging people in different ways
 Coaching
 ICT-connection
 ICT-workshops
 Intensive training-days
 UDL-cartoon-contest

21. 5.1 UDL-COACHING:
HANDS-ON
- if you could find 5 volunteers
- out of different contexts
- to apply UDL in their work
- name 1 thing that you teach which is going very well
- name 1 thing that you teach which is more difficult
UDL- COACHING

22. - For who?
- 4 coaching- moments:
1. Theory and brainwriting
2. UDL and course material
3. UDL and ICT
4. UDL and evaluation

23. 5.2 ICT-CONNECTION

24. 5.3 MULTIPLYING
- intensive trainingdays
- train the trainer (within coaching)
- monitoring coaching
- UDL-projects @ single institutions

25. DARE TO DREAM !
October 2011:
Idea 5 volunteers
March 2013:
> 70 in coaching
+ intensive days (60)
+ workshops

26. 6. UDL-FACTS

27. 6.1 WHAT IS UDL NOT?
• measures for a few students
• minimizing the goals or expectations
• a ‘magic tric’ or ‘fix’ for all students
• one prescribed formula

28. 6.2 WHAT ARE THE
ADVANTAGES OF UDL?
• Proactive way of working
• reaching all students, reaching a
diverse audience
• offers tools to reflect about our
way of teaching

29. Thank you for your attention!
Contact details:
Katrien.de.munck@siho.be
Meggie.Verstichele@siho.be
info@siho.be
www.siho.be and find us on