The document discusses Universal Design for Learning (UDL), which extends the principles of universal design in architecture to education, advocating for lessons that accommodate diverse learning needs. It outlines three key principles: multiple means of representation, action and expression, and engagement, emphasizing the importance of flexible teaching methods to enhance student learning and participation. It also stresses the need for inclusionary practices that focus on changing teaching approaches rather than altering the students themselves.

1. UNIVERSAL DESIGN FOR
LEARNING
CHRIS JOHNSTONE
UNIVERSITY OF MINNESOTA

2. RON MACE, ARCHITECT
• Ron Mace was an architect and wheelchair
user
• Was concerned that not enough architects
considered wheelchair users and other
people with special needs in design
• Introduced the concept of “Universal
Design” – design of buildings for everyone’s
use
(photo of Ron Mace)

3. EXAMPLES OF UNIVERSAL DESIGN IN ARCHITECTURE
(photo of stairs and ramp)
(photo of sliding door)(photo of accessible kitchen)

4. UNIVERSAL DESIGN FOR LEARNING (UDL)
• Built on design principles for Universal Design of Architecture
• ”Accessibility” is possible in classrooms if teachers design lessons for all
students
• 3 major principles (next slide)

5. UNIVERSAL DESIGN FOR LEARNING
• UDL’s three explicit approaches:
• Multiple means of representation
• To present information and content in different ways
• Multiple means of action and expression (also called response)
• Allow students to respond in different ways
• Multiple means of engagement
• Stimulate interest and motivation for learning

6. FLEXIBLE MEANS OF PRESENTATION
• Offering information in more than one format
• To teach a new concept, a teacher might provide text (a
book), audiovisual (a video or presentation), or hands-on
materials
• Because not all students learn the same way, presenting
materials in flexible ways increases the chances of helping
all students to learn new concepts.

7. BRAINSTORM
• A teacher usually likes to introduce the concept of photosynthesis
in science class by drawing a flower on the board and having
students take notes.
• Brainstorm three different ways a teacher might present this
material to students.

8. FLEXIBLE MEANS OF EXPRESSION
• “Expression” is the way that students show what they know and have learned.
• Traditionally, students have shown their knowledge through tests.
• Tests are one way that children show what they know. Other ways are:
• Essays
• Oral presentations
• Group projects
• Drawings

9. BRAINSTORM
• You have a student who has trouble writing so you decide than an oral
presentation will draw upon the student’s strengths. What other kind of
student might benefit from showing what they know through an oral
presentation?
• What other kind of student might be challenged by an oral presentation? How
might you allow that student to show what they know?

10. FLEXIBLE MEANS OF ENGAGEMENT: THREE
QUESTIONS
• Have you ever been bored in a classroom?
• Do you ever feel like teachers always teach in the same way?
• Do you wish you had more choice or variety in how you learned?

11. FLEXIBLE MEANS OF ENGAGEMENT
• Students may remember content better if they are actively engaged in
learning
• Students participate for longer periods of time if they get some choices in
their activities
• Changing activities not only prevents boredom, but increases chances of
building on the strengths of different types of learners in the classroom.

12. IS UDL JUST OLD WINE IN A
NEW BOTTLE?
In many ways, yes!
(photo of old wine in new bottle)

13. UDL BUILDS UPON PREVIOUS RESEARCH IN:
• Multisensory learning
• Zone of Proximal Development
• Student learning preference
• Second language learning

14. UDL AND INCLUSION
• Universal Design focuses on changing how teaching is done, not changing
children
• Teachers using UDL assume that if a child is not learning, the teacher must do
something different
• “Flexibility” allows teachers to experiment and try to find better ways to help
children learn

15. A CASE EXAMPLE: UNIVERSAL DESIGN AND LITERACY

16. WHICH ONE OF THESE STATEMENTS IS LITERACY?
• using specific skills (e.g., phonetic skills)
• understand the rules of language
• critically analyzing text
• solving problems (e.g., research)
• use text to learn more about oneself
• all of the above?

17. LITERACY: A FOCUS ON THREE SKILLS
• Foundational skills (phonics, sounding out words)
• Literal comprehension (what is the meaning?)
• Inferential comprehension (deducing and applying meaning where it is not
explicit)
Johnstone & Thurlow, 2012

18. WHY IS THIS KNOWLEDGE NECESSARY FOR
INCLUSION?
Reading Goal Access Barrier
Foundational skills Students may understand themes in
literature but cannot decode words.
Literal comprehension Students may understand how to decode
words but may not grasp meaning.
Inferential comprehension Students may grasp literal meaning but have
trouble connecting concepts if they are not
explicit.

19. TWO CONCEPTS TO PROMOTE INCLUSION
• Target vs. Access skills
• Remediation, Accommodations, Accessibility

20. Reading a Passage in a Book
Target Skill: Student can
connect information in
passage to her own life.
Access Skill:
Student must decode
print on page

21. Reading a Passage in a Book
Target Skill: Student can
connect information in
passage to her own life.
Access Skill:
Student must decode
print on page
Student can listen
to a teacher read,
read with a
friend, use
technology

22. Access Skill Deficit + Restrictive Environment =
Disability
Target Skill Focus + Teaching Changes = Ability

23. THREE APPROACHES
Remediation Accommodation Accessibility
Work with child one-on-one
or in small groups to
improve access skills.
Student with deficit uses
different means to reach
target skills.
Teacher employs strategies
designed to help all
students reach target skills
(also called Universal
Design).
Edyburn, 2010;
Rose & Meyer, 2002

24. Inclusive Education requires careful consideration of target and
access skills
Inclusive Education requires remediation, accommodation, AND
accessibility
(without accessibility it is just special education)

25. FINAL THOUGHTS
• Inclusive education requires that we do our work differently.
• One way is to identify the difference between target and access
skills
• Once access skills are identified, accessible teaching strategies
support all students to reach target skills, even if by different
means (Universal Design).