Universal Design for Learning (UDL) is an educational framework based on principles of universal design and neuroscience research that provides flexibility in how information is presented, how students respond or demonstrate knowledge and skills, and how students are engaged. UDL aims to reduce barriers in instruction and support the learning of all students, including those with disabilities or limited English skills. By incorporating multiple means of representation, action and expression, and engagement based on how the brain learns best, UDL supports the diverse needs of learners. While technology is not essential to UDL, it can help enable customization and flexibility when applied according to UDL principles.
Educating Students Who Need Intensive Supports in a UDL Environment
This slide presentation was developed by participants of the 2012 Ohio Center for Autism and Low Incidence (OCALI) Conference to provide an overview of how students with disabilities (who need intensive supports) can be served in an educational environment that has integrated the principles of Universal Design for Learning.
Educating Students Who Need Intensive Supports in a UDL Environment
This slide presentation was developed by participants of the 2012 Ohio Center for Autism and Low Incidence (OCALI) Conference to provide an overview of how students with disabilities (who need intensive supports) can be served in an educational environment that has integrated the principles of Universal Design for Learning.
This presentation, created by the National UDL Task Force, provides an introduction to universal design and universal design for learning. It then illustrates how UDL applies to the whole curriculum and how UDL is being supported at the local, state, and federal level.
Universal Design for Learning and ICT tools to make teaching & learning acces...Evelyn Cloosen
Universal Design for Learning (UDL) and ICT tools to make teaching & learning accessible for all students.
Presented by SIHO at "Inclusive Higher Education: National and International Perspectives Conference" from 22 to 23 September 2014 at the University of Leipzig.
This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZ
This presentation, created by the National UDL Task Force, provides an introduction to universal design and universal design for learning. It then illustrates how UDL applies to the whole curriculum and how UDL is being supported at the local, state, and federal level.
Universal Design for Learning and ICT tools to make teaching & learning acces...Evelyn Cloosen
Universal Design for Learning (UDL) and ICT tools to make teaching & learning accessible for all students.
Presented by SIHO at "Inclusive Higher Education: National and International Perspectives Conference" from 22 to 23 September 2014 at the University of Leipzig.
This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZ
Principles of Universal Design and Universal Design for Learning: An Informat...Kelly Van Singel
This presentation gives a historical and informational overview of UDL and how it can be applied to the use of of assistive technology in those who may have disabilities.
1. Universal Design For Learning
(UDL)
David Yonteff
Walden University
Dr. Thomas Wolsey
EDUC 6714: Reaching and Engaging All
Learners Through Technology
February 3, 2013
2. The Inspiration Behind UDL
UDL’s inspiration comes from the world
of architecture.
Buildings needed to be accessible for all
people.
Architects abandoned traditional designs
to enable access for everyone.
4. Principles of UDL
1. Provide Multiple Means of
Representation
2. Provide Multiple Means of Action and
Expression
3. Provide Multiple Means of Engagement
(Laureate, 2009)
5. Principle 1: Multiple means of
Representation
Every learner perceives information
differently, and through different means.
◦ Need different ways to approach content.
◦ Text, visual/audio cues, etc.
Learning better occurs when multiple
means of representation are used.
◦ Allows students to make internal and external
connections between concepts.
6. Principle II: Multiple means of Action
and Expression
Learners have differing ways of exploring
and expressing knowledge.
◦ Need different ways of approaching and
expressing knowledge.
◦ Text, speaking, visual representations, etc.
No one means of action and expression is
ideal for every learner.
◦ Options for action and expression are
necessary.
7. Principle III: Multiple Means of
Engagement
Learners differ in ways they are engaged
and motivated to learn.
◦ Some prefer new and varied styles of learning,
others prefer predictability and routine.
◦ Working alone/in groups.
One method of engagement will not
work for all students.
8. Technology and UDL
Technology is not an essential component
of UDL.
◦ Many analog options are available (see UDL
Unplugged: The Role of Technology in UDL).
Technology does offer easy and effective
differentiation in instruction.
10. Impact of UDL on Student Learning
UDL helps students master the art of
learning.
Master learners are more successful at
learning new information.
Successful students are more motivated
to learn and are likely to have less
behavioral issues.
11. Brain Research
“Individuals bring a huge variety of skills, needs, and interests to
learning. Neuroscience reveals that these differences are as varied and
unique as our DNA or fingerprints.” (CAST, 2012)
13. Recognition Networks
“Just the Facts”
Deals with how we gather facts and
categorize information.
Provide multiple examples, media, formats,
and background context to support
recognition network learning.
(Rose, & Meyer, 2002)
14. Strategic Networks
Concerned with planning and performing
tasks.
To stimulate strategic learning:
◦ Provide flexible models
◦ Give opportunities to practice with support
◦ Provide ongoing feedback
◦ Allow opportunities to demonstrate skills
(Rose, & Meyer, 2002)
15. Affective Networks
Primarily concerned with how learners
are engaged, motivated, and challenged.
To stimulate affective learning:
◦ Give choices in context and tools
◦ Offer adjustable levels of challenge
◦ Provide many choices of rewards
◦ Allow for several different learning contexts
(Rose, & Meyer, 2002)
16. How can UDL support diverse
learners?
“[UDL] reduces barriers in instruction,
provides appropriate accommodations,
supports, and challenges, and maintains
high achievement expectations for all
students, including students with disabilities
and students who are limited English
proficient.”
-Higher Education
Opportunity Act 2008
(National Center on UDL, 2012)
17. Technology and UDL
Technology applied using UDL ideals
provide easier and effective customization
of the curriculum.
Technology is not a perfect means to
enhance learning, many non-technological
forms of learning are still important
aspects of UDL.
While not the sole way to implement
UDL, technological literacy is an
important part of modern life.
18. Tools for UDL design
UDL Guidelines:
http://www.udlcenter.org/aboutudl/udlguid
elines
◦ Assists with planning lessons along UDL
standards.
19. Tools for UDL design (cont.)
Questions to Guide Curriculum and
Lesson Planning (from the NYC Dept. of
Education):
◦ http://schools.nyc.gov/NR/rdonlyres/7276C57A-AD49-4C87-B080-
4B02557D3410/0/OptionOneQuestionstoguideourthinkingwhencreatin
guniversallydesignedcurriculum.pdf,
◦ http://schools.nyc.gov/NR/rdonlyres/6CD02017-C705-4FDA-B2E1-
C1610D039538/0/OptionTwoUDLLessonConsiderationsforPlanningaLe
ssonUnitorAssessment.pdf
Guiding questions for both curricular and
lesson planning, based around UDL
principles.
20. Tools for UDL (cont.)
CAST UDL Lesson Builder:
http://lessonbuilder.cast.org/
Provides models and tools to create
lessons that enable access and
participation for all students.
21. Summary
UDL is designed to allow easier access to
the curriculum for ALL students.
While not necessarily technology based,
technology can make this goal easier.
By planning lessons around the three
principles of UDL, based on modern brain
research, educators will be able to reach
and engage all students more effectively
and with greater success.
22. Resources
Center for Applied Special Technology (2012). Retrieved from http://www.cast.org
Laureate Education, Inc. (Executive Producer). (2009). Brain research and UDL [Video
webcast]. In Reaching an engaging all learners through technology. Retrieved from
http://class.waldenu.edu/ec/crs/default.learn?CourseID=6489433&CPURL=laureate.ecolleg
e.com&Survey=1&47=2594568&ClientNodeID=984650&coursenav=0&bhcp=1
National Center on Universal Design for Learning (2012). Retrieved from
http://www.udlcenter.org
New York City Department of Education (2013). Universal Design for Learning. Retrieved
from
http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/UDL/default.
htm
Rose, D., Gravel, J., & Domings,Y. (2010). UDL Unplugged: The Role of technology in UDL.
Retrieved from http://www.udlcenter.org/sites/udlcenter.org/files/notech_final2.pdf
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/