Universal design for learning (UDL) incorporates accessibility, usability, and effective teaching methods into curriculum to allow all students to learn. UDL provides multiple means of presentation, expression, and engagement through varied content formats, alternative assignments, and different participation options. This framework originated from universal design in architecture and aims to design education from the start for people of all abilities. UDL supports diversity in classrooms by addressing varied student needs through a flexible approach rather than a one-size-fits-all model.

1. UDL: Sharing Ideas,UDL: Sharing Ideas,
Building ResourcesBuilding Resources
Carla SmithCarla Smith
Walden UniversityWalden University
Prof. Sherry LambertsonProf. Sherry Lambertson
EDUC 6714-D2EDUC 6714-D2
November 26, 2010November 26, 2010

2. What is Universal Design?What is Universal Design?
Started in architecture to design from theStarted in architecture to design from the
beginning for access of all people withbeginning for access of all people with
varied abilities.varied abilities.
Some examples: curb cuts, ramps intoSome examples: curb cuts, ramps into
buildings, power doors, closed captioningbuildings, power doors, closed captioning
Also includes products designed for useAlso includes products designed for use
by people of all ability levels.by people of all ability levels.

3. How does UD transfer toHow does UD transfer to
Education?Education?
Universal design for learning incorporatesUniversal design for learning incorporates
accessibility, usability, and research onaccessibility, usability, and research on
effective teaching methods into theeffective teaching methods into the
curriculum so all students can learn andcurriculum so all students can learn and
grow.grow.
The guiding principles: Provide multipleThe guiding principles: Provide multiple
means of presentation, expression andmeans of presentation, expression and
engagementengagement (Laureate Education, Inc.,(Laureate Education, Inc.,
2009).2009).

4. Means of PresentationMeans of Presentation
Varied presentation of content through use ofVaried presentation of content through use of
technology within the curriculumtechnology within the curriculum

Digital textDigital text

AudioAudio

VideoVideo
Allow the materials to fit the needs of the child.Allow the materials to fit the needs of the child.
With a traditional printed materials:With a traditional printed materials:

A student with physical disabilities can’t turn theA student with physical disabilities can’t turn the
pagespages

A student with visual impairments can’t see the bookA student with visual impairments can’t see the book

A student with dyslexia can’t decode the bookA student with dyslexia can’t decode the book
(Laureate Education, Inc., 2009).(Laureate Education, Inc., 2009).

5. Means of ExpressionMeans of Expression
Allow students to demonstrate learning inAllow students to demonstrate learning in
different ways for the same objectives:different ways for the same objectives:

Physical actionPhysical action

Expressive skills and fluencyExpressive skills and fluency

Executive functionExecutive function
(National Center on UDL, 2010)(National Center on UDL, 2010)

6. Means of EngagementMeans of Engagement
Provide for students to have multipleProvide for students to have multiple
means of participating within themeans of participating within the
curriculum.curriculum.

Recruiting interestRecruiting interest

Sustaining effort and persistenceSustaining effort and persistence

Self-regulationSelf-regulation
(National Center on UDL, 2010)(National Center on UDL, 2010)

7. How UDL works in the classroomHow UDL works in the classroom
Rose, & Meyer, (2002).Rose, & Meyer, (2002).

8. Brain ResearchBrain Research
Three groupings within the processes ofThree groupings within the processes of
the brain:the brain:

Recognition: processes patterns from senses,Recognition: processes patterns from senses,
things you have experienced beforethings you have experienced before

Strategic: processes actions and plans,Strategic: processes actions and plans,
generate patternsgenerate patterns

Affective: emotionsAffective: emotions
(Laureate Education, Inc., 2009)(Laureate Education, Inc., 2009)

9. UDL and DiversityUDL and Diversity
Students are more diverse today than everStudents are more diverse today than ever
before in the history of educationbefore in the history of education

Every learner is unique and brings different strengthsEvery learner is unique and brings different strengths
and weaknesses to the classroom (LD Online, 2010).and weaknesses to the classroom (LD Online, 2010).

Students cannot learn in a one size fits all curriculumStudents cannot learn in a one size fits all curriculum

We cannot change the child, we must adapt theWe cannot change the child, we must adapt the
curriculum to fit the child as they arecurriculum to fit the child as they are

UDL can address the wide variety of needs in ourUDL can address the wide variety of needs in our
student population: cultural, ethnic, linguistic, andstudent population: cultural, ethnic, linguistic, and
academicacademic

10. CAST ToolsCAST Tools
UDL Guidelines:UDL Guidelines:
http://www.udlcenter.org/aboutudl/udlguidelineshttp://www.udlcenter.org/aboutudl/udlguidelines
Teaching Every Student:Teaching Every Student:
http://www.cast.org/teachingeverystudenthttp://www.cast.org/teachingeverystudent
UDL Lesson Builder:UDL Lesson Builder:
http://lessonbuilder.cast.org/http://lessonbuilder.cast.org/
These tools will be helpful as we developThese tools will be helpful as we develop
curriculum that will allow every student to learn.curriculum that will allow every student to learn.

11. Benefits for WoodmoreBenefits for Woodmore
Allowing students to meet lesson objectives thatAllowing students to meet lesson objectives that
align with state standards will help them showalign with state standards will help them show
proficiency on state testsproficiency on state tests
Allowing all students with disabilities to learn inAllowing all students with disabilities to learn in
the regular curriculum will align with the goals ofthe regular curriculum will align with the goals of
IDEAIDEA
Use of technology will allow our students to learnUse of technology will allow our students to learn
the tools of the future and how to use them tothe tools of the future and how to use them to
achieve their goalsachieve their goals

12. ReferencesReferences
National Center on Universal Design for Learning.National Center on Universal Design for Learning.
(2010). CAST. Retrieved from(2010). CAST. Retrieved from http://http://
www.udlcenter.org/aboutudl/udlguidelineswww.udlcenter.org/aboutudl/udlguidelines
Laureate Education, Inc. (Executive Producer). (2009).Laureate Education, Inc. (Executive Producer). (2009).
Reaching and engaging all learners through technologyReaching and engaging all learners through technology..
Baltimore: Author.Baltimore: Author.
LD Online. (2010).LD Online. (2010). Response-to-Instruction andResponse-to-Instruction and
Universal Design for Learning: How Might They IntersectUniversal Design for Learning: How Might They Intersect
in the General Education Classroom?in the General Education Classroom? Retrieved fromRetrieved from
http://www.ldonline.org/article/13002http://www.ldonline.org/article/13002
Rose, D., & Meyer, A. (2002).Rose, D., & Meyer, A. (2002). Teaching every student inTeaching every student in
the digital age: Universal design for learningthe digital age: Universal design for learning. Retrieved. Retrieved
fromfrom http://http://www.cast.org/teachingeverystudent/ideas/teswww.cast.org/teachingeverystudent/ideas/tes
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