Universal Design for Learning: Sharing Ideas and Building
Resources Karen Tino Walden University EDUC 7109 Dr. Rebecca
McPherson October 7, 2013
Slide 3
What is UDL?
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Universal Design for Learning
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UDL Assistance
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Why is UDL necessary? Learning is not a single,
one-size-fits-all solution
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Recognition Networks The "what" of learning How we gather facts
and categorize what we see, hear, and read. Identifying letters,
words, or an author's style are recognition tasks.
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Strategic Networks The "how" of learning. How we organize and
express our ideas.
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Affective Networks The "why" of learning How learners get
engaged and stay motivated.
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How UDL works Provide multiple means of presentation expression
and engagement for student success.
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Means of Presentation Barriers with traditional printed
materials physical disabilities - turning the pages visual
impairments - cant see the book dyslexia - cant decode the book.
Varied presentations digital text audio-video
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Means of Expression Allow students to demonstrate learning in
different ways for the same objectives
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Means of Engagement Provide for students to have multiple means
of participating within the curriculum
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How does UDL support cultural, ethnic, linguistic, and academic
diversity? UDL provides diversity and flexibility especially when
incorporating technology which implements tools that are as
flexible and diverse as the students.
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3 CAST Online Tools and Resources Lesson Builder-
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3 CAST Online Tools and Resources Curriculum Barrier
Finder-
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3 CAST Online Tools and Resources UDL Class Profile Maker-
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In conclusion Given these research revelations, educators now
take more notice of the strengths of individuals with disabilities
and we can appreciate more fully every students uniqueness and the
importance of considering each ones strengths and needs. (Meyer,
A., & Rose, D. H. 2005)
Slide 19
References Bray, M, Brown, A, & Green, T. (2004).
Technology and the diverse learner: a guide to classroom practice.
Corwin Press. Continued National Universal Design for Learning Task
Force. Retrieved September 20, 2013 from
http://www.advocacyinstitute.org/UDL/ Council for Exceptional
Children, (2010). Brain research sheds new light on student
learning, teaching strategies, and disabilities. Retrieved from
http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CO
NTENTID=6271 Janowski, K. (2010, April 10). Edtech solutions:
teaching every student - why i love the ipad for education: initial
observations. Retrieved from
http://teachingeverystudent.blogspot.com/2010/04/why-i-love-ipad-for-education-initial.html
Laureate Education, Inc. (Executive Producer). (2009). Reaching and
engaging all learners through technology. Baltimore: Author. LD
Online. (2010). Response-to-Instruction and Universal Design for
Learning: How Might They Intersect in the General Education
Classroom? Retrieved from
http://www.ldonline.org/article/13002http://www.ldonline.org/article/13002
Meyer, A., & Rose, D. H. (2005). The future is in the margins:
The role of technology and disability in educational reform. In D.
H. Rose, A. Meyer & C. Hitchcock (Eds.), The universally
designed classroom: Accessible curriculum and digital technologies
(pp. 13-35). Cambridge, MA: Harvard Education Press National Center
on Universal Design for Learning. (2013). CAST. Retrieved from
http:// www.udlcenter.org/aboutudl/udlguidelines Rose, D. H.,
Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching every
student in the digital age: Universal design for learning.
Alexandria, VA: Association for Supervision and Curriculum
Development. Retrieved from
http://www.cast.org/teachingeverystudent/ideas/tes Salend, S.
(2009). Technology-based classroom assessments. Teaching
Exceptional Children, 41(6), 48- 58. Retrieved from Academic Search
Premier database. Universal Design for Learning. Retrieved
September 26, 2013 from http://en.wikipedia.org
