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Laurie Ray PT, PhD
NC DPI Consultant for Physical Therapy, Medicaid and Liaison for
Adapted Physical Education
Universal Design for Learning
Universal Design
The focus of Universal Design is to develop products and environments that are:
Usable by all people, to the greatest extent possible
Without the need for adaptation or specialized design
Beneficial to all
Copyright 1997 NC State University, The Center for Universal Design
Universal Design for Learning
Minimizes barriersMaximizes learning for ALL
students
UNIVERSAL
• Curriculum that can be used and understood by everyone
• Addresses student:– backgrounds, – strengths, – needs and – interests
LEARNING• Recognition-the WHAT of learning• Skills and Strategies-the HOW of
learning• Caring and Prioritizing-the WHY of
learning
There are 3 broad networks in the brain
The curriculum needs to help students gain all
three.
HOW DO WE DO THIS?
DESIGN
Curriculum should be
flexible and built to
accommodate ALL.
WHAT’S NEXT?Think About…..
• What is your Goal?• What are Barriers to diverse learners?
To eliminate barriers use the 3 UDL Principles
Representation
EngagementAction and Expression
Learning!
3 Principles of Universal Design for Learning
Provide Multiple Means of REPRESENTATION
• Provide options for perception• Provide options for language,
mathematical expressions, and symbols• Provide options for comprehension
Domanda?Questions?
Frage?
Pregunta?
Ερώτηση?प्रश्न?質
問 ?
Vraag? Spørgsmål?
Provide Multiple Means of ACTION AND EXPRESSION
• Provide options for expression and communication• Provide options for executive functions• Provide options for physical action
Provide Multiple Means of ENGAGEMENT
• Provide options for recruiting interest• Provide options for sustaining effort and
persistence• Provide options for self-regulation
Principle 1: Equitable UseThe lesson is useful and marketable to learners with diverse abilities. Identical or equivalentAvoid segregation and stigmatizing learnersPrivacy, security and safety= equally available
to all learnersAppealing to all learners
Copyright 1997 NC State University, The Center for Universal Design
Principle 2: Flexibility in UseThe lesson accommodates a wide range of individual preferences and abilities. Choice in methods Aids learner accuracy Adapts to learner pace
Copyright 1997 NC State University, The Center for Universal Design
Principle 3: Simple and Intuitive Use
The lesson is easy to understand, regardless of the learner's experience, knowledge, language skills, or current concentration level. Eliminate unnecessary complexity Consistent expectation Accommodate wide range of literacy and language skills Arrange information consistently with its importance Provide effective, individualized prompting and feedback
WhenHow
Copyright 1997 NC State University, The Center for Universal Design
Principle 4: Perceptible Information
The lesson communicates necessary information effectively to the learner, regardless of ambient conditions or the learner's sensory abilities. Vary modes (pictorial, verbal, tactile) for redundant
presentation of essential information Maximize "legibility" of essential information Break down elements in ways that make it easy to give
instructions or direction Provide compatibility with a variety of techniques or devices
used by learners with sensory limitations.
Copyright 1997 NC State University, The Center for Universal Design
Principle 5: Tolerance for ErrorThe lesson minimizes hazards and the adverse consequences of accidental or unintended actions. Arrange elements to minimize hazards and errors:
most used elements, most accessible; hazardous elements eliminated, isolated, or shielded
Provide advance warnings
Copyright 1997 NC State University, The Center for Universal Design
Principle 6: Low Physical EffortThe lesson can be used efficiently and comfortably and with a minimum of fatigue. Allow user to maintain a neutral
body position Minimize repetitive actions Minimize sustained effort
Copyright 1997 NC State University, The Center for Universal Design
Principle 7: Size and Space for Approach and Use
Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. Provide a clear line of sight to important elements for any
seated or standing user Make reaching comfortable to all components for any
seated or standing learner Accommodate variations in hand and grip size Provide adequate space for the use of assistive devices or
personal assistance Copyright 1997 NC State University, The Center for Universal Design
UDL RUBRIC REVIEW
