Presentation on Universal Design for Learning. What is UDL and its implications for education.

1. UDL: SHARING IDEAS,
BUILDING
RESOURCES
Karry Santiago
EDUC 6714: Reaching and Engaging All
Learners Through Technology
Walden University

2. Inspiration for UDL
 Universal Design for Learning was inspired by
the universal design movement in architecture.
 The idea behind universal design in
architecture was to create structures that are
constructed and designed to accommodate the
most people, including those with disabilities,
without the need for other adaptations (Rose &
Meyer, 2002).

3. Examples of Universal Design
 Universal design in architecture caused changes
in the way buildings and other public areas are
designed to allow access to more people.
 Ramps for individuals in wheelchairs allow building access
to not only those in wheelchairs but a mom pushing a
stroller.
 Automatic door buttons open doors allowing people with
disabilities or their hands full to enter a building.
 Auditory crosswalks allow blind individuals to cross the
street as well as remind distracted pedestrians to not
cross.

4. Three Principles of UDL
 There are three principles that guide the UDL
framework that are based on neuroscience
research.
 The three principles are: provide multiple
means of representation, provide multiple
means of expression, and provide multiple
means of engagement (National Center for
UDL, 2011).

5. Multiple Means of
Representation
 To provide multiple means of representation, there
are several strategies a teacher could utilize.
 Teachers can provide multiple examples, highlight
important information, activate prior knowledge,
and provide graphic organizers (Maryland
Learning Links, n.d.).
 These instructional methods would allow learners
to make connections between concepts they are
learning.

6. Multiple Means of Expression
 To provide multiple means of expressions,
teachers need to give students options to
demonstrate their knowledge.
 Some instructional methods a teacher could utilize
are providing scaffolding, modeling skills, and
providing options for creating projects such as
digital storytelling, multimedia presentation, or
creating a movie (Maryland Learning Links, n.d.).

7. Multiple Means of Engagement
 Providing multiple means of engagement, allows
students to be engaged and motivated to learn.
 Teachers can utilize flexible grouping, offer
opportunities to share their work, use checklists
for students to monitor their progress to provide
opportunities for engagement (Maryland
Learning Links, n.d.).

8. Role of Technology in UDL
 While technology is not a must have, it does
make the implementation of the three principles
of UDL easier.
 Examples of technology:
 Digital textbooks
 Tablets
 Digital Storytelling
 Text-to-speech
 Google Drive
 Wikis and blogs
 Computer simulations
 Cacoo/ graphic organizers

9. Impact of UDL on Student
Learning
 UDL can have a large potential impact on
student learning.
 All students can access curriculum in a flexible way
 Provides alternatives for students
 Students are able to demonstrate knowledge is a
way that fits the student
 Increase knowledge of technology
 Increased motivation for students to learn
 Reduced barriers to learning

10. Brain Research on Learning
Differences
 According to research there are three primary
networks that are essential to learning:
recognition, strategic, and affective.
 Recognition network: The “what” of learning
 Strategic network: The “how” of learning
 Affective network: The “why” of learning

11. The Three Networks:
Recognition
 Recognition network: How we gather
information and categorize sounds, visuals,
and what we read (CAST, 2015).
 Allows us to recognize faces, words, and voices.

12. The Three Networks: Strategic
 Strategic network: How we organize and
express ideas (CAST, 2015).
 Allows us to play games, choose an outfit, and
paint a house.

13. The Three Networks: Affective
 Affective network: How learners get engaged
and stay motivated (CAST, 2015).
 Allows us to be excited , interested, and
motivated.

14. Implications of Differences on
Instruction and Learning
 Instruction is based upon the learners’ needs.
 Instructional materials can be adapted to the learner’s
requirements.
 Multiple examples benefit all students.
 Providing ongoing feedback helps all students determine their
progress.
 Accommodates different learning styles and preferences.
 Allows access to materials in a student’s native language to
activate prior knowledge.

15. Role of Technology in UDL to
Address Brain Research
 Technology can play a vital role in the implementation
of UDL.
 Ways technology can be used:
 Writing tools: Google Docs, Story Jumper, Comic Master,
Wordle, Bookr
 Graphic Organizers: Inspiration, Cacoo, Free Mind, Gliffy
 Collaborative tools: Zoho, Delicious, Wikis, Blogs,
Podcasts
 Multimedia and Digital Storytelling: Voice Thread, Animoto,
Kerpoof, MagicStudio

16. CAST Online Tools and
Resources
 Strategy Tutor:
 Designed to improve student’s reading
comprehension
 Addresses literacy skills such as web evaluation and
media literacy
 Students can complete web-based lessons
 Teachers can revise or create on particular strategies
 For grades 5 and up

17. CAST Online Tools and
Resources
 CAST UDL Book Builder:
 Teachers can create their own digital books to
support diverse learners.
 View books shared
 Read other user created books
 Watch videos about UDL to learn more
 For all ages

18. CAST Online Tools and
Resources
 CAST Science Writer:
 Helps students to write science reports.
 Breaks each step of the writing process into
steps.
 Helps students organize their ideas.
 Sentence starters to help start the writing
process.
 Text to speech available to read students writing.

19. References
CAST, Inc. (2015). About UDL. Retrieved from: http://www.cast.org/udl/index.html
Maryland Learning Links (n.d.) UDL Case Study: Instructional Methods. Retrieved from:
http://marylandlearninglinks.org/1026
National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0.
Retrieved fromhttp://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/