UDL

1. UDL Classroom
Assignment
Wilburn L. Couch
SPED 6334
University of Houston – Victoria
July 17, 2020

2. INTRODUCTION – what is UDL?
 Universal Design for Learning (UDL) is an educational construct
derived from the architectural philosophy of Universal Design, which
incorporates the following key principles into the design of structures:
 Equitable use
 Flexibility in use
 Simple and intuitive
 Perceptible information
 Tolerance of error
 Low physical effort
 Space for approach and use

3. INTRODUCTION, continued
The concept of Universal Design is the inclusion of user-friendly features
into construction of a building, as opposed to adding them at a later
time, that would make the building accessible to all. Examples include:
 elevators and/or chair lifts
 accessible parking
 over-sized doorways and entrances
 automatic doors
 lower-reach, lever-action door handles
 accessible restrooms
 braille signage

4. What does UD have to do with education?
Buildings that are accessible for all became the
inspiration for education that is accessible for all.
In education terminology, architecturally accessible
features of a building are similar to what we call
embedded supports in a lesson. Elevators benefit
everyone, not just the physically disabled. In like
manner, embedded supports benefit all students,
not just those with a disability for whom the
support is designed.

5. MY UDL SCHOOL
The purpose of this powerpoint is to present a school that is
designed with UDL principles in mind. The following
features will be addressed:
 Structure
 Classes
 Personnel
 Instruction
 General curriculum
 Technology
 Assessment

6. STRUCTURE – first things first.
 Any structure must be in compliance with the
Americans with Disabilities Act, which mandates
design standards for accessibility in new
construction and alterations to existing
structures.
 The Individuals with Disabilities Education Act
(IDEA) mandates that all children receive a free
and appropriate public education (FAPE).

7. STRUCTURE – new or renovate?
The decision to build a new campus or to renovate an existing campus or
structure is done on a case by case basis, often determined by:
 Cost – will it cost more to build a new structure, or renovate an existing
structure?
 Property cost and/or availability
 Architectural significance of existing structure – can it, or should it be
demolished? Should renovation consider architecturally relevant design
elements?
 Community pride – does an existing structure hold significance in a
community? If so, it is generally not wise to demolish sentiment. For
example, the first school in the community to have certain unique
features, or a school that was the first in the community to educate the
children of freed slaves, or a school that was built and paid for by the
community.
Consider the following article for specific examples of the considerations
mentioned above:
http://schoolconstructionnews.com/2010/06/10/renovate-or-build-new/

8. STRUCTURE – new or renovate?
My decision…
For what I believe to be practical reasons that eliminate the previous considerations
to build or renovate, my UDL school will be a grades 6-8 middle school that utilizes an
existing campus that is currently operating. Using a currently operating campus
makes financial sense in many ways, enabling funds to be allocated to:
 Infrastructure improvements (if necessary). The technology infrastructure must
have the capacity for current technology requirements as well as ease of
expandability for future needs.
 Hardware and software – for students, teachers, and parents to have the latest
strategies that implement UDL principles.
 Training for personnel – ongoing Professional Development to keep educators
current on best practice for UDL implementation.
 Access to peer-reviewed studies – professional development and edification for all
stakeholders.

9. CLASSES
Classes will be grouped by grade level, with no more than 20 students per class,
incorporating whole-class instruction with flexible grouping (centers, small
groups, paired learning) for successful outcomes. Small groups of no more than 6
students will change frequently to avoid unfair and/or unintended outcomes, as
well as maintain engagement.
Flexible grouping by ability will be encouraged, with a focus on equal opportunity
for all, not equal experience for all. The purpose of grouping by ability is for all
students to reach their highest potential. Group assessment will be based on
individual grade and group grade, with no fewer than 4 group assignments per 6
week grading period. This minimum requirement will alleviate grading
discrepancies due to inordinate weight attributed to too few group assignments,
as well as allowing teachers and students the flexibility to alter group
membership and individual assignments within the group project.
True to UDL design, at teacher and student discretion, alternate assignments of
equal substance and teaching objective(s) in lieu of group assignments will be
allowed.

10. PERSONNEL – teacher certification
My grades 6-8 middle school campus will be located in the state of Texas,
therefore, all teachers and administrators must meet specific
requirements, as mandated by the Texas Education Agency (TEA).
Teachers in the state of Texas must have/do the following:
 Bachelor’s degree from an accredited college or university
 Successful completion of an educator preparation program (EPP)
 Pass certification exam(s), administered by a state approved vendor
 Submit state certification application
 Submit finger print for background check

11. PERSONNEL – administrator certification
In order to be a school administrator (principal, assistant principal, etc.),
the state of Texas requires the following:
 Master’s degree from an accredited college or university
 Hold a valid teaching certificate
 Have 2 years of creditable teaching experience
 Successful completion of Principal Educator Preparation Program
(PEPP)
 Successful completion of required principal certification exam

12. PERSONNEL - training
In order to implement UDL principles, teachers must be trained in UDL
strategies and best practice.
Teachers of students with disabilities should also be knowledgeable in
the following High-Leverage Practices:
 Collaboration
 Assessment
 Social/Emotional Behavior Practices
 Instruction

13. INSTRUCTION
Teachers and students will access the curriculum with principles of UDL by
utilizing embedded supports. Through representation, engagement, and
expression, UDL meets the educational needs of today’s learner. This proactive
design for teaching and learning will ensure that supports are in place before the
lesson, allowing maximum efficiency of lesson planning, execution, assessment,
and realistic reflection of the lesson’s outcomes. UDL enables students who
receive special education services to have more interest and engagement, and all
learners to access flexible and adaptable instruction.
Additionally, UDL pairs well with multimodal/multisensory instruction for
students with sensory impairments, also benefitting any student who experiences
alternate instructional delivery modes. Multimodal/multisensory instruction
satisfies all portions of UDL, but especially representation and engagement.
Students who are struggling with content mastery will be addressed through
Response to Intervention (RtI), allowing a tiered approach to intervention
intensity, frequency, and duration.

14. GENERAL CURRICULUM
Since my UDL school will be in Texas, the general curriculum will be the
Texas Essential Knowledge and Skills (TEKS). As in any other public
school in the state of Texas, students are expected to master TEKS
objectives. Allowable modifications to the TEKS objectives are those
stated in the Individual Education Plan (IEP) of students who receive
special education services.
UDL principles are applicable to any content standards because UDL
strategies address the “how” of instruction, not the “what.” UDL does
not change what is taught, instead, it encourages changes to the delivery
of required content. It does not matter if instruction is tied to a specific
state curriculum or common core for schools to achieve success with
UDL.
All TEKS objectives for all content can be found on the TEA web site:
https://tea.texas.gov/academics/curriculum-standards/teks/texas-
essential-knowledge-and-skills

15. GENERAL CURRICULUM - continued
Special educators in my UDL school will utilize High-Leverage Practices
for TEKS content mastery to ensure that students with disabilities have
access to the curriculum. Implementing the following practices with
fidelity will enable special educators to successfully address academic
IEP goals:
 Assessment – enables educators and parents to identify the strengths
and needs of children who receive special services.
 Collabortion – working with stakeholders to understand the needs of
children with disabilities.
 Instruction – providing quality teaching, using various skills to improve
learning
 Social/emotional behaviors – providing students with the emotional
and behavioral supports to promote successful learning.

16. TECHNOLOGY
No UDL school would be complete without adequate technology. As mentioned
previously, my UDL campus must have the ability to easily expand and adapt
facilities for the incorporation of the latest advances in technology. Wifi will be
available throughout the campus. Wireless hardware and devices will be utilized
wherever possible. Teachers, students, and parents must have access to campus
technology in order to successfully promote a UDL environment.
Technology will include desktop computers, at a minimum computer to student
ratio of 1:4 per classroom, not including multiple computer labs for individual
and whole class use. Each student will be issued a laptop computer with
appropriate security features and limitations. Students will receive instruction
on safe and acceptable use, including digital citizenship. Student use of personal
devices, such as cell phones, will be strictly limited to teacher discretion.
Examples of technology in classes include, but not limited to:
 STEM classes will have dedicated labs, encouraging students to reach their
greatest potential in the sciences.
 Music classes will have access to recording technology, as well as multiple
electronic instruments for students to explore their creativity.
 Art classes will have access to technology for graphics design, animation, and
other forms of visual art creation.

17. TECHNOLOGY - continued
Students will also benefit from the use of Assistive Technology, which is
typically used for students who receive special services. However, with
UDL, a benefit to one is often a benefit to many.
Examples of Assistive Technology include:
 Low tech – inexpensive, simple, no training or very little training
required - calculator, modified pencil grip, large print text, walking
cane, etc
 Medium tech – moderate cost, little training/some training required –
simple bathing/toileting devices, vision/hearing devices, adjustable
chairs, orthotics, etc.
 (High tech – high cost, training required – motorized wheel chair,
prosthetics, complex bathing/toileting devices, complex modifications
to home, etc. These devices are not likely to be used by anyone other
than the person for whom the AT is intended.)

18. ASSESSMENT
All students in the state of Texas are required to take the State of Texas
Assessment of Academic Readiness (STAAR test), which will therefore be
required of all students enrolled at my UDL campus. Students who
receive special services will use allowable
accommodations/modifications set forth in their IEP. For students who
receive these services, UDL is manifested in the allowable
accommodations/modifications, such as extended time, small group, oral
administration, highlighted text, large print, graphic organizers,
manipulatives, etc.
Assessment beyond STAAR for UDL is accomplished via flexibility in
presentation, expression and strategies, and engagement. Also,
assessment is ongoing to provide feedback and better accuracy in
measurement of strengths and weaknesses of students. Flexibility in UDL
is illustrated on subsequent slides.

19. ASSESSMENT – flexible presentation
Flexibility in presentation provides multiple representations of content
to encompass all learners. Examples include:
 Limit key points
 Text to speech
 Oral exams (teacher asks question, student responds in a variety of
ways)
 Oral exams upon request (student asks teacher to read specific
problems)
 Concept mapping
 Graphic organizers
 Different font

20. ASSESSMENT – flexibility in expression/strategies
Flexibility in expression/strategies provide multiple means of expressing
knowledge through alternate response modes. Examples include:
 Written
 Spoken
 Drawing
 Animation/video presentation
 multimedia

21. ASSESSMENT – flexibility in engagement
Flexibility in engagement removes the emotional impact of assessment,
providing a more positive assessment experience. Examples include:
 Continuous embedded assessment
 Mastery level indicators for feedback
 Vary content
 Opportunity for alternate assessment

22. CONCLUSION
Universal Design for Learning provides access to the curriculum for all
learners by meeting learner needs in representation, engagement, action
and expression. UDL is not a replacement for any curriculum, nor is it a
disappearing fad to be swept away by the next greatest thing in
education. Instead, UDL is a strategy that can be used with any
curriculum, any age level, and any ability level.
The design of the campus herein utilizes UDL principles for teaching and
learning, and addresses the following concerns: structure,
organization/grouping of classes, how personnel are staffed, how
students will access the curriculum through teacher actions, in what the
general curriculum will be, types of technology for teacher, students,
and parents, as well as assessment of content mastery.
21st century educators would do well to implement UDL with fidelity
because our students must be prepared to be productive citizens and
lifelong learners.

23. REFERENCES - 1
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