UDL is a framework for instruction that provides all learners equal opportunities to learn through flexible methods and materials. UDL aims to make the curriculum accessible by considering individual learner needs and allowing students to demonstrate their learning in different ways. The arts in particular can engage students through multimodal presentation and representation of nonlinguistic and linguistic symbols. Music applications of UDL provide options for perception, language/symbols, physical interaction, and expressive skills through tools like interactive whiteboards, speech recognition software, and audio recording capabilities.

2. WHAT IS UDL?
UDL is a framework for
instruction based on a set of
principles that provides all
learners with equal
opportunities to learn .

3. WHY UDL?
UDL is necessary to make
the curriculum accessible to
all learners.

4. APPLICATION OF UDL
Methods and materials need to
be flexible and varied to meet
the needs of individual
learners providing them with
the support and access to
learn in the way that works
best for each of them.

5. UDL AND THE ARTS
The arts provide opportunities for all
students to be engaged in learning
opportunities that are intellectual and
individualized by nature. The arts
provide multimodal presentation
opportunities as well as nonlinguistic
and linguistic information and
symbolism. Students can demonstrate
their learning in a variety of media.

6. MUSIC APPLICATIONS
 Provide options for perception through:
• Interactive white board.
• JAWS, which allows visually impaired read information.
 Provide options for language and symbols:
• Big Hand Speech Recognition which gives students a
means of responding to material without typing or
writing.
• WordQ which offers words for those with limited
language skills.
 Provide options for physical actions:
• Allow optional movements and responses to music.
 Provide options for expressive skills and fluency:
• Allow for intentional movement as opposed to specific
motions.
• Use Quick Voice Recorder and Audacity to record
responses to music.

7. REFERENCES
CAST. (July 2, 2009). VSA arts: The UDL guidelines in teacher professional learning
communities. UDL Spotlight. Retrieved from
http://udlspotlight.wordpress.com/category/vsa-arts
CAST. (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA:
Author. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
Glass, D. (2010). The design and evaluation of inclusive arts teaching and learning. In
The contours of inclusion: Inclusive arts teaching and learning. Washington, DC:
VSA. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED522677
Hall, T., Meyer, A., Rose, D. , Eds. (2012). Universal design for learning in the classroom:
Practical applications. New York: Guilford Press
Molloy, T., & Rodriguez, A. (2008). Case example documentation. In Contours of Inclusion:
Frameworks and tools for evaluating arts in education. Washington, DC: VSA.
Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED507539
Wolf, D. (2008). Building and evaluating “freedom machines”: When is arts education a
setting for equitable learning? In Contours of inclusion: Frameworks and tools for
evaluation arts in education. Washington, DC: VSA. Retrieved from
http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED507539