Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. UDL provides multiple means of representation, action and expression, and engagement. It involves presenting information in different ways, allowing for diverse ways for students to demonstrate what they know, and fostering motivation. Technologies such as text-to-speech, closed captioning, and assistive technologies support UDL principles. When implemented well through tools, resources and careful lesson planning, UDL can positively impact student learning outcomes.

1. Universal Design for Learning (UDL) Jeannine Miller Student id A00232202 Diverse Learners and Technology (EDUC - 7109 - 1)

2. Overview of UDL

3. UDL DefinitionA curriculums foundation based uponequality in learning for all. Designinggoals, methods, materials, and assessments that are pliable to fit a diverse need of learners.http://www.youtube.com/user/UDLCAST

4. Everyday Non DigitalExamples of UDLWheelchair accessible buildings/parkingBraille signsSpanish translationsHandicap restrooms

5. Everyday Digital Examples of UDLBooks on tapeHearing impaired phone technologyClosed captioningText to speech

6. Neural Networks Recognition NetworksThe "what" of learningHow we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.Present information and content in different waysSource: http://www.cast.org/research/udl

7. Examples Offer ways of customizing the display of information

8. Offer alternatives for auditory information

9. Offer alternatives for visual information

10. Provide options for language, mathematical expressions and symbols

11. Clarity vocabulary and symbols

12. Clarify syntax and structure

13. Support decoding of text and mathematical notation and symbols

14. Promote understanding across language

15. Illustrate through multiple media

16. Provide options for comprehension

17. Activate or supply background knowledge

18. Highlight patterns, critical features, big ideas and relationships

19. Guide information processing, visualization and manipulation

20. Maximize transfer and generalizationNeural Networks Strategic NetworksThe "how" of learningPlanning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.Differentiate the ways that students can express what they knowSource: http://www.cast.org/research/udl

21. ExamplesProvide options for physical action

22. Vary the methods for response and navigation

23. Optimize access to tools and assistive technologies

24. Provide options for expression and communication

25. Use multiple media for communication

26. Use multiple tools for construction and composition

27. Build fluencies with graduated labels of support for practice and performance

28. Provide options for executive functions

29. Guide appropriate goal setting

30. Support planning and strategy development

31. Facilitate managing information and resources

32. Enhance capacity for monitoring progressNeural Networks Affective NetworksThe "why" of learningHow learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.Stimulate interest and motivation for learningSource: http://www.cast.org/research/udl

33. ExamplesProvide options for recruiting interest

34. Optimize individual choice and autonomy

35. Optimize relevance, value, and authenticity

36. Minimize threats and distractions

37. Provide options for sustaining effort and persistence

38. Heighten salience of goals and objectives

39. Vary demands and resources to optimize challenge

40. Foster collaboration and community

41. Increase mastery-oriented feedback

42. Provide options for self-regulation

43. Promote expectations and beliefs that optimize motivationBrain Research and Learning Differences The three different parts of the brain that are interconnected are distributed hierarchicallyand work together. All have different functions and each part looks different in each learner.Source: http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_graphical.cfm

44. Support for cultural, ethnic , linguistic and academic diversity by using the principles of UDLEquitable Use- The design is useful for a multitude of diverse abilities.Flexibility in Use- Components within the design that serves a variety of learners based on ones preferenceSimple and Intuitive. Regardless of the students abilities and or experience information is clear and easy to understand. Perceptible Information. The design of the lesson has necessary information regardless of students sensory abilitiesTolerance for Error. The design has low adverse consequences or unintended actions. Low Physical Effort. The design can be performed with little effort and without being fatigued.Size and Space for Approach and Use. The design provided has little to no difficulty with manipulation and mobility.

45. Central Role of Technologyand UDLTechnologies in UDL are a practical and cost effective way to achieve goals in learning by carefully planning resources and executing lessons.Examples include using the internet, assistive technologies and mind mapping.

46. Impact on Student Learning I agree with Robert Mislevy, a leading expert in educational assessment and technology . He contends that UDL prompts you to target learning goals and also encourages us to carefully consider all of the knowledge, skills, or abilities of the learners. UDL pushes us to think about the ways in which we can support students so that we can target and address the actual learning goals. These design patterns help educators build learning tasks, group work, and extended investigations in the classroom. Our students are going to do better on test items, not because they studied and focused just on the kinds of tasks, but because they learned the ways of thinking that are compatible with what you do on those tasks.

47. Examples ofTools and ResourcesUDL Lesson Builder that provides educators with models and tools to create and adapt lessons plans. This could be used a good starting point to use with teachers for the introduction of UDL.UDL Book Builder. A place to create, share, publish, and read digital books. A place for students to access material according to their individual needs, interests, and skills. This can be implemented in the media center since classes visit every week.CAST Strategy Tutor helps students with reading and research. Provides teachers with web based lesson that are research based. Implementation of this is a win-win for a school. These can be accessed by teachers and students directly in the classrooms.

48. Referenceshttp://www.alliance.brown.edu/tdl/ Retrieved July 1, 2011.http://www.cast.org/index.html Retrieved July 3, 2011.http://www.washington.edu/doit/Brochures/Programs/ud.html Retrieved July 5, 2011.http://www.ericdigests.org/2003-5/universally.htm Retrieved July 6, 2011.http://www.cast.org/research/udl Retrieved July 8, 2011.http://www.udlcenter.org/sites/udlcenter.org/files/mislevy_final_0.pdf Retrieved July 10,2011.http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_graphical.cfm Retrieved July 10,2011.