Universal Design for Learning (UDL) is an educational framework that aims to provide flexible approaches that can accommodate all learners. UDL is based on principles of providing multiple means of representation, expression, and engagement. This allows for flexibility in how content is presented, how students demonstrate knowledge, and how students are motivated to learn. UDL aims to remove barriers for learners by anticipating diversity and providing options that support recognition networks, strategic networks and affective networks in the brain. Teachers can incorporate UDL by examining curriculum and instructional strategies to include more flexible methods, materials and assessments.

1. Universal Design
for Learning
May 15, 2013
Rebecca Kelly
Delaware Co. IU

2. UDL at a Glance

3. Universal: u ni ver sal⋅ ⋅ ⋅
[yoo-nuh-vur-suh l]–adjective
1.of, pertaining to, or characteristic of all or the
whole: universal experience. 2.applicable
everywhere or in all cases; general: a universal
cure. 3.affecting, concerning, or involving all:
universal military service. 4.used or understood by
all: a universal language. 5.present everywhere:
the universal calm of southern seas. 6.versed in or
embracing many or all skills, branches of learning,
etc.: Leonardo da Vinci was a universal genius.
7.of or pertaining to the universe, all nature, or all
existing things: universal cause. 8.characterizing
all or most members of a class; generic.

4. Design
Ron Mace coined the term
"universal design" to describe
the concept of designing all
products and the built
environment to be aesthetic
and usable to the greatest
extent possible by everyone,
regardless of their age, ability,
or status in life. 1941-1998
Ron Mace,
founderand program director of
The Center for Universal Design
Slide credit: www. cast.org

6. for Learning
 Building in flexibility, rather than retrofitting
to adapt
 Removing barriers by anticipating the
needs of all students
 Not “one size fits all”

7. What is UDL?
A UDL approach assumes that students with
varying needs will be involved in learning,
and that the curriculum…
 the goals
 the instructional methods
 the instructional materials , and
 the assessments
…need to address this diversity.

8. Educational reforms that have
set the stage for UDL
 Classroom demographic changes
 Greater understanding of brain
development and learning (multiple
pathways for learning)
 Educational legislation: Emphasis on
progress for ALL children
 -NCLB /AYP - IDEA (FAPE in the LRE)
Understanding that one size does not fit all

9. www.cast.org

10. CAST, UDL, and brain networks
Recognition networks
Gathering facts. How we identify and
categorize what we see, hear, and read.
Identifying letters, words, or an author's style are
recognition tasks—the "what" of learning.
Strategic networks
Planning and performing tasks. How we
organize and express our ideas. Writing an
essay or solving a math problem are strategic
tasks—the "how" of learning.
Affective networks
How students are engaged and motivated.
How they are challenged, excited, or
interested. These are affective dimensions—the
"why" of learning.

11. UDL principles help educators customize their
teaching for individual differences in each of
these three brain networks.
 Multiple Means ofMultiple Means of RepresentationRepresentation
 Multiple Means ofMultiple Means of ExpressionExpression
 Multiple Means ofMultiple Means of EngagementEngagement

12. Options for
• Perception (interpreting sensory information)
• Language and Symbols
• Comprehension
Multiple Means ofMultiple Means of
RepresentationRepresentation
(recognition network)
© CAST 2009

13. Multiple Means ofMultiple Means of
ExpressionExpression
(strategic network)
Options for
• Physical Action
• Expressive Skills and Fluency
• Executive Functions
© CAST 2009

14. Options for
• Recruiting Interest
• Sustaining Effort and Persistence
• Self-Regulation
Multiple Means ofMultiple Means of
EngagementEngagement
(affective network)
© CAST 2009

15. Using a curriculum that is rooted
in 3 UDL principles…
Teachers provide:
 Flexible ways of
presenting lesson
content
 Flexible options for
student
engagement
 Flexible methods of
expression, and
assessment
Students have:
 Options for how they
receive content
 Choices which will
engage student
interest
 Choices for how they
demonstrate their
learning

16. Gill Sans MT 36 pt.
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17. Joe’s Non-netbook

18. How do you incorporate
the principles of UDL ?

19. Relook at curriculum…
 Start with a manageable curriculum unit
 Be clear on the goals of the unit
 Be clear on what students need to do to
show mastery
 Determine what the instructional barriers
are for a range of students
 Determine what tools would help this
 Identify more flexible methods, materials
and assessments

20. Reexamine instructional strategies
 Match your instructional activities to the
range of learners in your classroom
 Challenge yourself to incorporate more
flexible methods, materials and
assessments.
 Consider technology tools.

21. UDL History and Technology
The American
Disabilities
Act
prompted
rethinking
about
architectural
design for
disabled
individuals.
The concept of
universal design
has also been
applied to web
page designs,
which enables
users with
sensory
impairments to
access the
internet.
More recently,
universal design
has been applied
to education, in
part because
the technology
is more
available to
make it
possible.

22. “Universal design for learning does not
remove academic challenges for
students; it removes barriers to
access. Simply stated, universal
design is just good teaching.
- Ohio State University Partnership
Grant, 2003

23. Resources
 http://www.cast.org
 http://montgomeryschoolsmd.org/depart
ments/hiat/udl/
 http://udltechtoolkit.wikispaces.com
 http://udl-stuff.wikispaces.com
 http://udl4all.pbworks.com

24. Authors:
David H. Rose
Anne Meyer
Chuck Hitchcock