1. Universal Design for Learning
Presented by:-
Smriti

2. What is Universal Design for
Learning?
Universal Design for Learning, or UDL, is
an instructional approach that opens
opportunities for all students by using
digital media and flexible instruction to
help students meet their educational
goals.

3. Universal Design History
Universal design
began as an
architectural
movement in the
USA. Curb cuts,
automatic doors
and ramps were
added to buildings
during the design
process rather than
as an after-thought.
The concept of
universal design
has also been
applied to web
page designs which
enable users with
special needs to
access the internet.
More recently
universal design
has been applied to
education. UDL
has entered the
educational world
at this point in time
because the
technology is more
available making
UDL possible.

5. Universal Design in Architecture and
Products
 Curb Cuts
 Ramps
 Captions on TV
 Elevators
 Easy Grip Tools
.

6. UDL
UDL provides equal access to learning,
not simply equal access to information.
Universal Design allows the student to
control the method of accessing
information while the teacher monitors
the learning environment.

7. UDL
UDL has its basis in neuroscience; the
three principles correlate with the three
networks in the brain which must be
simultaneously engaged for optimal
learning to occur.

8. Who Benefits?
 Students who speak English as a
second language
 International students
 Students with disabilities
 Students with different learning
styles
 Students with varying academic
abilities
 Students with complex medical
needs

9. UDL continued
UDL principles make education more
inclusive and effective by removing the
barriers from the learning process.
If we design curriculum following the
principles of UDL, we effectively remove
the need for “special accommodations”

10. Three Key Principles of UDL
Multiple means of presentation
Multiple means of expression
Multiple means of engagement

11. Multiple Means of Representation
Universally designed course content
provides alternative presentations of
essential concepts. Various methods of
presentation can allow the student to
learn the information in their preferred
method.

12. How does this look in a classroom?
 Content could be presented using multiple media,
such as oral lectures, textbooks, charts or
diagrams, audio tapes, and videos.
 The same content could be changed from one
medium to another, such as oral output for
students with reading difficulties or pictures and
illustrations for students who need a visual image.

13. Multiple Means of Engagement
Universally designed course content
maintains varied skill levels, preferences,
and interests by allowing for options.
Having flexible teaching strategies and
course content, students can choose
methods that support their interest and skill
levels.
Tap into students’ interests.

14. How does this look in a classroom?
 Students would choose their preferred
method of learning new material. One
child might learn vocabulary by playing a
game in a race against the clock;
another might create stories or even
artwork to incorporate the new words.

15.  Materials would provide extra support
where students need it. For reading
practice, independent readers could read
silently from a book.
 Students needing more support might
read computer-based stories where they
could click on a troublesome word to
hear it pronounced or have the entire
text read aloud.

16. UDL
 Assignments could be varied according
to each child's skills. If the goal of a
project is to learn research skills, more
advanced students might be required to
produce a longer report or cite more
references. Students with less developed
research skills might gain as much from
creating a report using fewer references
to cover a limited number of key points.

17.  Offer choices of learning context
 Offer choices of content and tools
 Offer adjustable levels of challenge
 Offer multiple ways to be successful

18. Multiple Means of Expression
Universally designed course content
allows for alternate methods of
expression.
Allow students multiple means of
demonstrating mastery of the material.

19. How does this look in a classroom?
Assignments would be accepted in
various formats. A student who finds
written expression difficult might show
his knowledge orally; another might turn
in a report, write a play, or develop a
project to demonstrate learning.

20. UDL
“Paper and pencil" exercises could
become "computer and printer"
exercises for students who are slowed
down by the physical effort of writing, or
for any student who prefers using a
keyboard.

21. UDL
 Provide opportunities to practice with
support
 Provide opportunities for group
discussion
 Provide cooperative learning
opportunities
 Allow opportunities for oral presentations

22. All the brain networks
engaged simultaneously

23. In Summary:
UDL occurs when teachers plan instruction and
curricula that address the needs of all students,
regardless of their learning, behavioral, or
physical challenges
Increases in digital technology has created an
environment where UDL is now possible.
Together , UDL and is paving the way for more
accessible classes for all