This document discusses Universal Design for Learning (UDL), a framework for instruction based on scientific findings about how people learn. UDL aims to reduce barriers and provide flexibility in how information is presented, how students demonstrate knowledge, and how students are engaged. It is based on research showing there are three networks in the brain related to learning. UDL principles call for presenting information in multiple ways, allowing for flexible methods of expression, and providing multiple ways to engage learners. Technology supports UDL by enabling flexible presentation, expression, and engagement. The document provides examples of UDL and resources from the Center for Applied Special Technology. It concludes by discussing how UDL could impact a school district by reducing achievement gaps and improving outcomes for all

1. Universal Design For
Learning
(UDL)
Ian Campbell
Walden University
Thomas Wolsey
EDUC 6714
March 20, 2012

2. UDL?
 UDL is a framework for educational
practice based on scientific findings
 UDL provides flexibility in presenting
information, engaging students, and
demonstrating knowledge and reduces
barriers to instruction
(EnAct, 2012)

3. Inspiration for UDL
 UDL is an extension of an architectural
movement called Universal Design (UD)
– Goal of UD is to build structures that
accommodate all users
(Colorado State University, 2012)

4. Universal Design Examples

5. UD UDL
 Just as buildings are constructed to meet
the needs of all users, instruction must be
planned to meet the needs of all learners.

6. Learning Differences
 Brain research shows 3 distinct networks
related to learning
Recognition Strategic Affective
(Laureate Education, Inc., 2010)

7. Recognition Network
 The “what” of learning
 Processes patterns
– recognizes sensory information and matches it
to knowledge

8. Strategic Network
 The “how” of learning
 Processes actions and plans what to do
and when to do it

9. Affective Network
 The “why” of learning
 Attaches emotional significance to objects
and actions

10. Effects on Learning?
 Brain research proves each individual is
unique
– 3 brain networks will work differently in each
student
 Therefore, the needs, preferences, and
learning styles of each individual must be
noted

11. UDL and Diversity
 Culture, Ethnicity, Language
– these factors can effect student background
knowledge, outlook, and motivation
 Following UDL principles will help to meet
the needs of all learners by addressing
differences on an individual level

12. Principles of UDL
 Principle 1:
Provide multiple means of presenting or
representing information
– Make curriculum adjustable so it can adapt to
the needs of diverse learners

13. Examples
 Provide multiple examples of information
– text, images, sound, video
 Highlight critical features
– animations, color highlighting, graphics
(Rose & Meyer, 2002)

14. Principles of UDL
 Principle 2:
Provide flexible methods for students to
express understanding

15. Examples
 Provide flexible models of performance
– 1 on 1 work, small groups, whole class
 Opportunities to practice with support
– text-to-speech, spell checkers
 Use multiple media and formats
 Flexible opportunities to demonstrate skills
– publish work on internet, HyperStudio, PowerPoint
(Rose & Meyer, 2002)

16. Principles of UDL
 Principle 3:
Provide flexible ways for students to
engage in the learning process
– Connect students to the “why” of learning

17. Examples
 Offer choices of content and tools
– online tours, Webquests, virtual simulations
CLICK HERE
 Adjust levels of challenge
– learning games
 Offer a choice of rewards and learning
context
(Rose & Meyer, 2002)

18. UDL and Technology
 Technology makes flexibility possible
– hardware and software have built in supports,
scaffolding, challenges, and rewards
– makes modification easier
 text-to-speech, speech-to-image, image-to-text
(ED.gov, 2012)

20. Technology and Brain Research
 Recognition Network
– technology allows for a myriad of new ways to present and
represent information
 Smartboard, projector, iPad
 Strategic Network
– technology allows for more choices in how to solve
problems/complete work
 PowerPoint, artistic representations, text documents
 Affective Network
– technology can help to better engage students with content
 Webquests, online simulations

21. Center for Applied Special
Technology (CAST)
 CAST offers many online tools and
resources to aid in instructing diverse
learners

22. CAST Resources
 http://bookbuilder.cast.org/
– This resource allows teachers to read and
create digital books
– These digital books can be used to implement
UDL as each book can include text-to-speech,
highlighted text, and activities to complete
while reading which can all be tailored to an
individuals needs
– Digital books allow for optimal use of
technology while implementing UDL

23. CAST Resources
 http://udlselfcheck.cast.org/
– The UDL Curriculum Self-Check is a teacher
resource that allows educators to easily
review their instruction and identify areas in
which options and flexibility can be included

24. CAST Resources
 http://lessonbuilder.cast.org/
– This free online resource allows teachers to
easily plan lessons that are customized to
needs of a diverse student population

25. District Information
 District mission statement
– “To prepare students to be post-secondary ready; To
provide a quality education where all students
develop the abilities, attitudes, and values necessary
for responsible, productive citizenship.”
 Students with disabilities consistently reach
lower levels of achievement on standardized
tests
– 2009-10 45% of general education students scored
85 or higher on state US History exam compared to
20% of students with disabilities

26. Impact of UDL
 Reduce discrepancies between student
groups
 Improve learning of all students
– Increased motivation, participation
 Increase student readiness to be
responsible, productive citizens

27. References
 Colorado State University. Universal design for
learning. Retrieved March 16, 2012 from
http://accessproject.colostate.edu/udl/documents/ud
 CAST. Learning tools. Retrieved March 23, 2012
from
http://www.cast.org/learningtools/index.html

28. References
 EnAct. UDL overview. Retrieved March 16,
2012 from
http://enact.sonoma.edu/content.php?pid=21
 ED.gov. Ideas that work. Retrieved March
23, 2012 from http://
www.osepideasthatwork.org/udl/intro.asp

29. References
 Laureate Education, Inc. (Executive Producer). (2010).
Program Number Thirteen: Brain research and udl
[Webcast]. In Reaching and Engaging All Learners
Through Technology. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=
 Rose, D., & Meyer, A. (2002). Teaching every student in
the digital age: Universal design for learning. Retrieved
from http://
www.cast.org/teachingeverystudent/ideas/tes/