An Overview of the Universal Design for Learning

Suzanne Rainey ~ Revised July 2014

What is UDL?• Universal Design for Learning• Research-Based Theory • Guides curriculum, lesson planning, and

implementation to meet the needs of all learner

• Maintains high achievement standards for all students (CAST, 2011)

• Based on “cognitive neurosciences”

Inspiration and Physical Examples

• Originated in architectural field to make places more accessible– Wheelchair ramps/Appropriate parking spaces– Indoor and outdoor step and vehicle lifts

• Shift from the architectural field to students who were struggling with:– Disabilities– Language development– Motivation

UDL OverviewPrinciples and Practice

A brief overview of UDL principles and practices from the National Center on Universal Design

for Learning

https://www.youtube.com/watch?v=pGLTJw0GSxk&list=PLDD6870F2D42327F3

Principles of UDL and Brain Research

• Based on the power to be flexible and provide choice to students

1. Access: Provide multiple means of representation – WHAT?

2. Assessment: Provide multiple means of action and expression – HOW?

3. Engagement: Provide multiple means of engagement – WHY?

Brain Research and Different Networks

Recognition Network• How we gather facts and

categorize using sensory information

• Helps people identify sounds, smells, textures, sights, and tastes

• Examples:– Identifying letters– Identifying words– Identifying author’s style

Strategic Network

• How we organize and express ideas

• Planning and performing tasks by sending messages to muscles

• Examples:– Writing– Solving problems– Playing sports

Affective Network• How learners get engaged

and stay motivated

• Controls emotions

• Examples include HOW a person is:– Challenged– Excited– Interested– Fearful

So What Does that Matter?• No two students are alike.

• Students have differing ways of recognizing, interpreting, organizing, and engaging with information

• Helps determine strengths and weaknesses in individual students

Examples of Instructional Methods

• Create lessons that are universal and designed to make sure everyone learn

• Use visuals often– Graphic organizers– Guided notes

• Incorporate technology– Whole/small/individual use– Blogs, wikis, vimeo, ipads, laptops, classroom websites, etc.

• Include hands-on and authentic learning methods– Virtual field trips– Manipulatives– Foldables

Graphic Organizer Examples

Foldable and Virtual FieldTrip Examples

Visit the following link to view ten examples of virtual field trips: http

://www.eschoolnews.com/2013/04/07/ten-of-the-best-virtual-field-trips

/

Technology and UDL with Examples

• Technology is a MUST!• Technology can level the playing field, while

also challenging all learners to be successful• Technology Uses:– Assistive Technology• Adapted to meet the needs of learners• Examples: Communication devices,

speech to text

– Supportive Technology• Examples: Online textbooks, blogs, websites

Technology and UDL Video Connection

For more information on technology as it

relates to UDL, check out the

following video.

https://www.youtube.com/watch?v=

zLHYbCMOCBo

Student Learning and UDL

• Designed to meet the needs of all learners• Struggling students• Students with disabilities• English Language Learners• Gifted students

• Reduce barriers to student learning, especially through the use of technology

Brain Research and Learning Differences

• UDL is a “framework for making curriculum more inclusive” (CAST, 2011).

• Brain research tells us that every child learns different so teachers should:– Incorporate technology (both assistive and supportive)– Vary assignments and projects– Give choices, when possible– Use visuals– Include hands-on learning and

authentic learning

Instruction and Learning with UDL• Teachers meet the needs of all learners, (students

with disabilities, students from various cultural, ethnic, linguistic, and academic backgrounds) when they use methods of instruction based off of the UDL framework.

• Include students in the planning process and make sure they understand the outcome of lessons.

Central Role of Technology and UDL

CAST Resource #1

• UDL Book Builder: – Allows students and teachers to create digital books – Builds reading comprehension and fluency– Use with children ages three and up– Would meet English curriculum goals in districts where students struggle

with reading on-grade level– Engages students through audio, picture creation, and writing processes– Could be used across the curriculum

• I would use this as a way of motivating students to write. They could make their writing into a book and share with the class.

• This resource meets my academic goals in my classroom because it would engage students in the writing process as well as allow them an outlet to share their writing with the class.

CAST Resource #2• Strategy Tutor:

– Engages students in reading and researching online– Students are able to gather and understand online information easier

through the organization system– Teachers use this resource to compile lessons rich in research-based

strategies and ideas– Engages and motivates learners to find information to share with others.

• I would use this resource first as an organization tool for creating lessons for use in my classroom.

• Then I would use it with my students when they are gathering information to complete research papers or oral projects about the books that we read in class.

• This resource meets my academic goals in my classroom because it would be an engaging way to help students understand the best options for collecting information from online resources.

CAST Resource #3• UDL Editions:

– A tiered support system that builds on reading strategies for struggling readers

– Helps students understand author’s purpose– Accessible for ELL students– Includes glossaries, text aids such as highlighting, and enrichment activities– Students are encouraged to “Stop and Think” while reading so they do not

miss important information

• I would use this resource in small groups to build on the mini-lessons that I teach with each unit.

• Students would be able to practice what they learn in an engaging, online manner that utilizes researched-based methods.

• This resource meets my academic goals in my classroom because it would act as enrichment for the mini-lessons I already teach. Students would be able to practice previously taught strategies.

Resources• CAST. (2011). “UDL curriculum self-check. Retrieved from

http://udlselfcheck.cast.org/• Howard, K. L. (2004). Universal design for learning: Meeting the

needs of all students. Learning & Leading with Technology, 31(5), 26–29. Retrieved from the Walden University Library using the Education Research Complete database.

• Laureate Education, Inc. (Executive Producer). (2009). Reaching an engaging all learners through technology: Universal Design for Learning. Baltimore, MD: Author.

• National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http:// www.udlcenter.org/aboutudl/udlguidelines

• 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/