Universal Design for Learning (UDL) is a framework that provides flexibility in how information is presented, how students demonstrate knowledge, and how students are engaged. UDL principles include providing multiple means of representation, expression, and engagement. This flexibility benefits all learners by reducing barriers and maintaining high expectations. UDL is informed by research on how the brain learns and recognizes that there is diversity in how students learn. Technology can support UDL by providing flexible options to present content and for students to demonstrate understanding.

1. Universal Design
for Learning
Meeting the Diverse Needs of All Learners
By: HanNa Chung

2. Inspiration for UDL
originated from the field of architecture
comes from the universal design movement that
considered the needs of all possible users
eliminating the need to make changes and
adaptations later
not one size fits all- but alternatives for everyone!
not added on later- but designed from the beginning
not access for some- but access for everyone!

3. Examples of Universal Design
closed captioning on televisions
can be used by people who are deaf or
people learning the language
curb cuts on crosswalks
can be used by people who are in
wheelchairs or people riding bikes
ramps at the entrance of buildings
can be used by people in wheelchairs or people
pushing strollers

4. What is
Universal Design for Learning (UDL)?
a set of principles for
curriculum
development that give provides ways for
all students an creating instructional
opportunity to learn goals, methods,
materials, and
a flexible approach that assessments that work
can be customized and for everyone
adjusted for individual
learning needs

5. UDL provides students and teachers
with multiple options for...
presenting the
instructional material maintaining high
overcoming barriers achievement
to learning standards
maximizing student engagement
information retention

6. Diverse Learners
• All students are different in abilities, skills,
interests, cultural backgrounds, preferences, and
learning styles.
• There is no “typical” learner and all learner
differences need to be addressed.

7. UDL Impact on Student Learning
maintains high achievement expectations for all students
provides flexibility for students in the ways information is
presented, in the ways students demonstrate knowledge
and skills, and in the ways students are engaged
higher motivation and engagement
reduces barriers in instruction
provides appropriate accommodations, supports, and
challenges

8. Brain Research Tells Us...
• about the 3 neural networks that
work together in learning-
recognition, strategic, affective
• learning is distributed across these
3 interconnected networks
• about how the networks function
to help us understand ways to teach
and individualize instruction for
different learners
• about a student’s strengths and
weaknesses

9. Recognition Network
• the “what” of learning
• how we process patterns,
gather facts and
categorize what we
see, hear, and read

10. Strategic Network
• the “how” of learning
• how we organize and
express our ideas and plan
and perform actions

11. Affective Network
• the “why” of learning
• how we process
emotions, evaluate
patterns, and getting
learners engaged and
stay motivated

12. Three Principles of UDL
• Principle 1:
providing multiple means of representation
• Principle II:
offering multiple means of expression
• Principle III:
providing multiple means of engagement

13. Principle 1
present information and content in different ways
Guidelines:
• provide options for perception
~ offer alternatives for visual and auditory information and customize the display
of information
• provide options for language, expression, and symbols
~ support decoding text, mathematical notations and symbols, clarify syntax and
structure
• provide options for comprehension
~ activate or supply background knowledge, highlight patterns, critical features, big
ideas, and relationships

14. Instructional Examples
• use mnemonic strategies
• use graphs, pictures, images
• provide templates, checklists, sticky
notes, and organizers
• connect prior knowledge with new
concepts
• give relevant examples

15. Principle II
differentiate the ways that students can
express what they know
Guidelines:
• provide options for physical action
~ vary the methods of response and navigation
• provide options for expression and communication
~ use multiple media for communication and tools for construction and composition
• provide options for executive function
~ guide appropriate goal setting, support planning, and strategy development

16. Instructional Examples
• use manipulatives
• use wait time
• give frequent feedback
• use graphic organizers, story
webs, sentence starters, and
concept mapping tools
• allow for dance/role playing

17. Principle III
stimulate interest and motivation for learning
Guidelines:
• provide options for recruiting interest
~ optimize individual choice and minimize distractions
• provide options for sustaining effort and persistence
~ foster collaboration and communication
• provide options for self-regulation
~ develop self-assessment and reflection

18. Instructional Examples
• provide timers, rewards, and
positive feedback
• use rubrics
• give students choice and options
in your lessons
• assign tasks that allow students
for active participation,
exploration, and
experimentation
• use cues and schedules

19. Role of Technology in UDL
allows flexibility and variety in presenting content
assistive technology
improved learning access
can help to overcome barriers in the curriculum
provide students with more options
maximizes learning opportunities

20. Examples of Technology
AIM Explorer- free simulation digital texts
Signed Stories- free library of digital books for deaf
and hearing impaired
You’ve Got Braille- free informational website for
students to learn about different aspects of braille
Cue Card- free flash card program for students to
make with text, image, and sound
More resources at: UDL Center Examples

21. More Technology
Text-to-Speech Blogs
Software
Wikis
Word-Processing
Online Chats
Software
Social Media
Spell Checkers
Networks
Podcasts
Interactive Web
Voice Threads Activities

22. CAST Tool #1
UDL Book Builder
- educators can make their own digital books for
use during reading literacy learning
http://bookbuilder.cast.org
particularly useful with ELL students who cannot
speak English or early readers

23. CAST Tool #2
Strategy Tutor
- a free online tool to help students and teachers
doing research on the Internet
http://www.cast.org/learningtools/strategy_tutor/
index.html
useful when conducting research projects in
Science and Social Studies to help gather
information efficiently and understand it and
teaching the process of researching

24. CAST Tool #3
UDL Editions
- text that are presented in an online interface
that provides individualized reading support
http://www.cast.org/learningtools/udl_editions/
index.html
useful for students who need reading literacy
support and enrichment, includes translations,
text-to-speech, and text help options

25. Resources:
http://www.cast.org/research/index.html
http://www.cast.org/udl/index.html
http://www.udlcenter.org/aboutudl/udlguidelines/principle1
http://www.udlcenter.org/aboutudl/udlguidelines/principle2
http://www.udlcenter.org/aboutudl/udlguidelines/principle3
http://www.udlcenter.org/implementation/examples
http://bookbuilder.cast.org/
http://udleditions.cast.org/
http://cst.cast.org/cst/auth-login
http://www1.pgcps.org/UDL/index.aspx?id=129130
images found on Google Images Website

26. Additional Resources
The Access Center
http://www.k8accesscenter.org/training_resources/UniversalDesign.asp
Article on UDL
http://www.greatschools.org/special-education/assistive-technology/universal-design-for-
learning-improved-access-for-all.gs?content=785&page=all
Case Stories and Lesson
http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21
Partner for Learning
http://performancepyramid.muohio.edu/pil.html
Videos on UDL
http://lessonbuilder.cast.org/window.php?src=videos
Council for Exceptional Children
http://www.cec.sped.org/AM/Template.cfm?Section=Search&template=/CM/