UDL is a framework that provides equal opportunities for all students to learn by removing barriers through flexible methods, materials and assessments. It involves presenting information through multiple formats like visual, auditory and kinesthetic. Teachers should provide varied tools and ways for students to interact with content and demonstrate knowledge, regardless of abilities. The goal is a supportive classroom environment that engages students through relevant, interest-based activities incorporating cultural and ability considerations. UDL aims to activate all parts of the brain for learning through recognition, strategic, affective and top-down/bottom-up processing.

2.  UDL is a set of principles for development
that gives all students an equal
opportunities to learn.
 It provides an outlines for creating
instructional goals, methods, materials
and assessments that work for everyone
and can be adjusted based on needs.

3.  Students should be provided with
different was to learn the materials.
 A unit should having activities for the
following type of learner: Auditory,
Visual, and kinesthetic.
 This will help reduce barriers because the
information is equally perceptible to all
learners.

4.  Teachers should provide students with
materials that all learners can interact
with. For example a student that
struggles with math can be given
manipulatives to help solve problems.
 Students should be given the tools and
opportunity to fully access the content.
Teachers should keep in mind that the
alternative assignment should not be less
challenging.

5.  Its important to provides students with varies way to
express and communicate their knowledge. For
example if a student struggles with writing a story they
could you a word-to text program or orally tell their
story through a voice thread.
 Give students the opportunity to practice and
performance. Student should complete performance
task because it allows them to synthesize their
learning. For example, give student different ways to
demonstrate their knowledge. Students can
complete write narrative or create a song about
what they have learned.

6.  Teacher should use a variety of sources to
help engaged students. Students
engagement is affected by their culture,
personal relevance, subjectivity and
background knowledge.
 Student should be provided with options of
their interest. When doing so select activities
that are challenging, determine the tools
used for information gathering/production,
and timing for completion

7.  Teachers need to reduce the amount of
distractions in the learning environment.
 Classrooms should be an accepting and
supportive environment.
 Creating class routines will help minimizes
distractions.

8.  Students are engaged by information
that and activities that are relevant and
valuable to their interest and goals.
 Activities should contain one of the
following: Personlized to the learners
lives, culturally/socailly relevant, and
age and ability appropriate,

9. Students are engaged by the
information and activities that are
relevant and valuable to their interest
and goals.
Consider varying activities by: cultural,
socially relevant, age and ability
appropriate.

10.  Recognition: How facts are gather and
categorize. Information should be
provided in multiple ways.
 Each recognition pathways is organized
into a hierarchical continuum,
containing some brain regions that are
highly complex, some that are
comparatively simple, and others that
are somewhere in between.

11.  Bottom up processing Creates
understanding based on an analysis of
external stimuli.
 Information flows from structures at lower
levels of the brain (carrying out more
basic roles) to higher-level brain
structures (carrying out more
sophisticated roles).I

12.  The top down method enables prior
knowledge and context to influence
understanding .
 Information flows from higher-level
structures in the brain (carrying out more
sophisticated roles) to lower-level
structures (carrying out more basic roles).

13.  Strategic- Planning and conducting tasks.
How information is expressed. Differentiate
the ways students can express their
knowledge.
 Affective- How students are engaged
and stay motivates. Stimulating the
students interest to motivate them to
learn.

14.  The implications of UDL in the classroom will
give all students access to the content. The
content must be presented in various format to
activate different parts of the brain that helps
student learn. Technology is a very flexible tool
that allows teachers to present information in
various formats to engaged students. Student
can use technology to help the access the
content or use it as a tool to demonstrate their
knowledge of the content. In order to become
an effective teacher that reaches and give all
students the opportunity to learn the UDL
methods must be used to activate all parts of
the brain.

15.  CAST is an educational research &
development organization that works to
expand learning opportunities for all
individuals through Universal Design for
Learning.
 CAST works to apply Universal Design for
Learning (UDL) to education's greatest
challenges
 Thanks to the generosity of our funders,
CAST offers free multimedia learning tools.

16.  Read-Write-Think: is an excellent tools to use for
planning lessons. The lesson plans found on the site
supports the UDL structure. We are currently writing
units for Common Core and this will an helpful site
to select lesson from or follow the basic format.
 PBS teacher is another tool that would be good to
use. This site offer videos that are update and
interesting that will keep students attention. The
website relates topic to real world events and has
projects for students to do to help enforce the
content.

17.  Finally the free text-to- speech software.
This program will help students who have
difficulty expressing their ideas on paper.
This program would be the starting
foundation and eventually ending with
students expressing their ideas on paper.

18. 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/
AST, Inc. (2002–2011). Teaching every student: Tools and
activities. Retrieved from
http://www.cast.org/teachingeverystudent/tools/
CAST, Inc. (2007–2011). Curriculum self-check: Explore
resources. Retrieved from
http://udlselfcheck.cast.org/resources.php#curriculum