The document discusses the principles of Universal Design for Learning (UDL), which aims to remove barriers from teaching methods and materials to help all students achieve success. It was developed based on research showing the brain has three neural networks for recognition, strategic, and affective learning. UDL provides multiple means of representation, expression, and engagement to accommodate diverse learners. Technologies like electronic textbooks and screen readers can make curriculums more accessible when incorporated using UDL guidelines.

2. UDL Inspiration
 Ron Mace of North Carolina State University
formulated the idea of universal design in architecture.
 Structures needed to be designed and constructed to
accommodate ALL users, including those with
disabilities, without the need for specialized designs.

3. Universal Design
Physical Educational
Environment Environment
 Ramps  Electronic
 Elevators textbooks
 Talking signs  Accessible Web
 Handrails
Pages
 Screen reading
software
 Varied choices for
student expression

4. Universal Design Applied to
Learning
 Helps all students achieve success with the removal of
barriers from teaching methods and materials
 A blueprint to accommodate learner differences
 Provides:
 Increased Achievement
 Greater student Engagement
 Content that matches student interests
 Assignments varied based on student’s skills
 Variable goals, methods, materials, and assessments

5. 3 Neural Networks of UDL
 Recognition - “What”
 Strategic - “How”
Brain  Affective - “Why”
Research
 Teaching must fit into
three learning networks.
 “Provides a basis for
determining the kinds of
teaching and learning
alternatives most useful
for a particular student in
a given circumstance”
(Rose, Meyer, Strangman,
& Rappolt, 2002).

6. Implications of
Brain Research
 Educators must design diverse curriculums that
activate all three neural networks because one size
does not fit all.
 Learning, teaching methods, assessments, and
materials must be made to work for everyone.

7. Recognition Network
(The “What” of Learning)
 Recognize and categorize what we see, hear, and read
 Gathering of facts
 Identifying patterns
Multiple means of representation: give
students a variety of ways to learn concepts
by presenting information in different ways.

8. Recognition Tasks
 Identifying an author’s style of writing
 Identifying letters
 Identifying number patterns
 Identifying words

9. Strategic Network
(The “How” of Learning)
 Plan and execute tasks
 Organize and communicate concepts
 Show mastery of a concept
Multiple means of expression: give students
varied choices to show mastery of the concepts
taught.

10. Strategic Tasks
 Solving a math problem
 Writing an essay
 Performing a skit

11. Affective Network
(The “Why” of Learning)
 Ability to attach emotional meaning to objects and actions.
 Student engagement
 Student motivation
Multiple means of engagement: teach to
student interests, provide appropriate
challenging tasks, and motivate students.

12. Implication of
Learning Differences
 Support cultural, ethnical, linguistic, and academic diversity by
presenting ideas utilizing a variety of technology tools and
diverse teaching methods.
 Students with disabilities can grow and succeed because
barriers to their learning are removed.
 Create responsive learning environments.
 Enhance learning opportunities for ALL students.
 Assignments and teaching methods are based are student
interests and motivation.
 Electronic Textbooks
 Screen Reading Software

13. Technology in the UDL classroom
“One central idea of UDL is that as new curricular materials and
learning technologies are developed, they should be designed from
the beginning to be flexible enough to accommodate the unique
learning styles of a wide range of individuals, including children
with disabilities” (The Early Childhood Technical Assistance
Center, 2012)

14. Role of Technology
 Remove Barriers
 Electronic versions of textbooks
 Accessible Web pages
 Multiple options for presentation of
materials
 PowerPoint presentations
 Videos
 Digital Text
 Scaffolding
 Provide students with appropriate
tools and resources
 Provide varied choices for student
expression
 Writing a blog
 Creating a Web Page
 Using digital story telling software

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17. References
Firchow, N. (2010, February). Universal design for learning-improved access for all.
Retrieved from http://www.greatschools.org/special-education/assistive-
technology/785-universal design-for-learning-improved-access-for-all.gs
Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching every student in the
digital age: Universal design for learning. Alexandria, VA: Association for
Curriculum and Student Development. Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes/
The Early Childhood Technical Assistance Center. (2012, November 20). What is
universal design for Learning? Retrieved from Universal Design:
http://ectacenter.org/topics/atech/udl.asp