Universal design for learning (UDL) is a framework that provides flexibility, reduces barriers, and provides supports to enable all individuals to gain knowledge and skills. UDL principles call for presenting information in multiple ways, allowing for diverse expressions of knowledge, and stimulating interest through engaging teaching methods. UDL aims to accommodate diverse learners through flexible approaches that consider individual abilities, backgrounds, and learning preferences.

1. What is universal design for
learning? And why do we care in
higher ed?

2. First let’s define
“Universal design for learning (UDL) means a
scientifically valid (research-based) framework for
guiding educational practice & designing curricula
(educational goals, methods, materials, and
assessments) that enable all individuals to gain
knowledge, skills, and enthusiasm for learning that:
Provides flexibility
Reduces barriers
Provides accommodations, supports, and
challenges”

3. Or more simply put:
“Universal Design for Learning is a set of
principles for curriculum development that give
all individuals equal opportunities to learn”
From CAST

4. What sort of flexibility?
 in the ways information is presented
 in the ways students respond
 in the ways students demonstrate
their knowledge
 in the ways students are engaged

5. Let’s think about why

6. UDL acknowledges classroom
diversity – including :
 students with physical, sensory, & learning
disabilities,
 students with differing cultural and
linguistic backgrounds,
 students with varied preferences and
motivations for learning,
 and students who are unusually gifted and
more

7. UDL supports efforts to
consider every learner

8. UDL provides diverse &
flexible learning materials

9. UDL suggests options for
presenting information in
different ways
(the ‘what’)

10. UDL provides for different
ways for students to
express what they know
(the ‘how’)

11. UDL engages by stimulating
interest and motivation
(the ‘why’)

12. UDL creates optimum
learning contexts and
circumstances

13. UDL promotes cognitive and
physical access

14. UDL builds toward deep
understanding –
and helps learners learn
how to learn.

15. Here’s the how behind UDL

16. Multiple means of
representation connect with
the brain’s recognition
networks

17. Multiple means of action and
expression connect with the
brain’s strategic networks

18. Multiple means of engagement
connect with the brain’s
affective network

19. Barriers? What barriers?
 in instructional approaches
 learning materials
 Embedded in the curriculum itself

20. Accommodations and
supports?
Huh?
Isn’t that somebody else’s job?

21. We could talk about
 the legal stuff – we have covered that
elsewhere or
 the way things were
 or we can rethink – and plan to design for our
diverse learners and how and where to find
help

22. Browse the site pages:
 Check out the Research page for evidence
 Check out the Resources page for a variety of
practical tips, guides, tools and other helpful
information
 Visit the Demos page for how-to sessions

23. Feel free to comment!
Use the comments on any page to share your
thoughts, questions, experiences, suggestions –
or your own tips!

24. Slideshow references
 Center for Applied Special Technology (CAST)
About UDL
(http://www.cast.org/udl/index.html)
 CAST (2011).
Universal Design for Learning Guidelines version 2.0
. Wakefield, MA: Author
(http://www.udlcenter.org/aboutudl/udlguide
lines)

25. Image attributions
All images are shared to flickr under Creative Commons licenses by users as indicated:
Slide 1: Image shared BY-NC-SA, (http://www.flickr.com/photos/kunchia/479550935/) shared by user kunchia
http://www.flickr.com/people/kunchia/
Slide 3: Image shared BY-SA, (http://www.flickr.com/photos/marfis75/4386981374/) shared by user marfis75
(http://www.flickr.com/people/marfis75/)
Slide 5: Image shared BY-ND, (http://www.flickr.com/photos/emagic/56206868/) shared by user e-magic
http://www.flickr.com/people/emagic/
Slide 7: Image shared BY-NC-SA, (http://www.flickr.com/photos/courosa/2831891520/)shared by user courosa
(http://www.flickr.com/people/courosa/)
Slide 8: Image shared BY-NC-SA, (http://www.flickr.com/photos/56221446@N06/6110362945/) , shared by user
Roger’s Wife (http://www.flickr.com/people/trebecca84/)
Slide 9: Image shared BY-NC-SA (http://www.flickr.com/photos/83623720@N00/2961904236/) shared by user
eyebeam (http://www.flickr.com/people/eyebeam/)
Slide 10: Image shared BY-NC-SA, http://www.flickr.com/photos/75654019@N00/2324201287/) shared by user
luxuryluke (http://www.flickr.com/people/luxuryluke/)
Slide 11: Image shared BY-NC-SA, (http://www.flickr.com/photos/_boris/2002063172/) shared by user _boris
(http://www.flickr.com/people/_boris/)
Slide 12: Image shared BY-NC-SA (http://www.flickr.com/photos/9490254@N06/1161816455/) shared by user
mdverde (http://www.flickr.com/photos/9490254@N06/1161816455/)
Slide 19: Image shared BY-NC, (http://www.flickr.com/photos/30265340@N00/1807980326/) shared by user
yewenyi (http://www.flickr.com/people/yewenyi/)
Slide 21: Image shared BY-NC-SA, (http://www.flickr.com/photos/protographer23/5142196150/) shared by user
protographer23 http://www.flickr.com/people/protographer23/
Slide 24: Image shared BY-NC, (http://www.flickr.com/photos/dharmasphere/20993325/) shared by user
premasagar, http://www.flickr.com/people/dharmasphere/