1. Universal Design For
Learning
(UDL)
Produced By: Debra Morris
Walden University Student
July 2012

2. Purpose of this presentation
The purpose of this presentation is to
provide an overview and information on the
principals of Universal Design for
Learning (UDL). The information provided
in the overview can be found on the CAST
site along with the other sites listed in this
presentation.
http://www.cast.org/teachingeverystudent/

3. What is UDL?
Universal Design for Learning (UDL) is a
framework for curriculum design that
fosters access to learning for everyone.

4. Audience:
This presentation has been designed for educators
k-12 who are interested in gaining a knowledge of
UDL and enhance their student’s instruction.
Educators who have a strong desire to make the
curriculum and learning accessible for all learners
will benefit from this presentation.

5. Timeline for this
presentation:
 Welcome and agenda (3 min.)
 Background of UDL (3 min.)
 Graphics for PAL and a UDL lesson Plan (3 min.)
 Handouts and Links (5 min.)
 Diversity (3 min.)
 Brain Research (3 min.)
 What can you do with UDL and how it affects
student learning (5 min.)
 Technology (5 min.)

6. Handouts:
Handouts are provided in your
packets and can be located digitally
on the following website.
http://www.cast.org/teachingeverystudent/tools/curriculum
barrierstemplate.cfm
Handouts:
Curriculum Barriers
Goal Setter
Profile Maker

7. Links For Activities
 http://www.cast.org/teachingeverystudent
/tools/main.cfm?t_id=10
Great link from a teachers wiki!!!!
 http://udltechtoolkit.wikispaces.com/

8. What does UDL do?
 UDL helps identify and remove barriers from
teaching methods and curriculum
materials, enabling each student to engage
with learning and to progress.
 UDL addresses each learners unique
needs, background and interests by
supporting customized
methods, materials, and assessments.

9. Where did the concept of universal
design stem from?
Universal design in architecture
recognized the importance of building
environments that were more in line
with the needs of an aging population
and the requirements of those persons
with disabilities who were being
welcomed into the general buildings.

10. Difference between UDL and UD
Universal Design in architecture
aims to make the physical world
accessible to all people.
Universal Design for Learning aims
to make learning accessible to all
students.

11. Environments, and products were
critically examined by the original
advocates of universal design in
architecture resulting in important and
lasting changes in building standards.

12. Examples of universally designed environments and
products are increasingly present in our daily lives:
curb cuts on sidewalks, closed caption text on television
screens, electronic doors for entryways to buildings.
One of the important aspects of UD is that its inclusive
elements benefit all users, not just those with
disabilities.

13. It all has to do with
diversity and diverse
needs
It is vital that we consider diversity and
plan for it. We have to consider a variety
of needs, ages, abilities and disabilities.
Our population today is very diverse. It
is diverse in
culture, abilities, disabilities, language, so
cioeconomics and family makeup.

14. Teachers have opportunities
to enhance instructional
accessibility. Teachers must
prepare for a broad range of
learners.

15. Diversity
Many barriers exist that hinder
students from being successful.
Students come to the classroom
with cultural, ethnic, language
and academic differences. UDL
allows the teacher to make
learning accessible for ALL
students.

16. The Process of Planning for All Learners

17. UDL Lesson Plan
*State
*Title Standards *Wrap Up
*Author
*Subject
*Grade Level Goals
Assessment
*Unit Goals
*Lesson *Formative
Goals *Summative
*Duration
Methods
*Anticipatory
*Unit Sets *Materials
Description *Introduce and
*Lesson Model New
Description for Knowledge
Today *Guided Practice
*Independent
Practice

18. The Brain – The Powerhouse
How It Works

19. .

20. Instructional methods of these 3 networks:

21. How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
Recognition Network
(The “what” of Learning)
 Deals with how we gather facts and categorize
what we see, hear, and read. Identifying
letters, words, or an author's style are
recognition tasks.
 It is important to present information and
content in different ways.

22. The recognition network is in the back
area of the head and involves the
ears, eyes, nose and throat. This area
allows us to identify and interpret
sound, light, taste, smell, and touch. It is
important to provide background
knowledge for students, use videos and
allow them to explore the
material, provide alternative means using
visuals, highlighting.

23. Strategic Network
(the “how” of learning)
 Planning and performing tasks. How we
organize and express our ideas. Writing an
essay or solving a math problem are strategic
tasks.
 Differentiate the ways that students can
express what they know

24. Strategic Network
This part of the brain allows you to move and do skills with
movement. It allows you to make plans and how to activate
those plans. This area plans, monitors and executes. Some
students have difficulty organizing their thoughts. Teachers
can use technology to help with this weakness. Digital
graphical organizers are a great resource. Teachers can also use
scaffolding strategies in their instruction. Teachers can provide
alternative ways for students to communicate and respond.
They can use oral, visual, multimedia and assistive technology
tools. Since students use different strategies for organizing
and activating plans, it is important for teachers to provide
choices in tools.

25. Affective Network
(the “why” of learning)
 How learners get engaged and stay
motivated. How they are
challenged, excited, or interested. These are
affective dimensions.
 Stimulate interest and motivation for
learning

26. The affective network is found at the core of
the brain and is responsible for engagement
and motivation. It has to do with emotion and
allows us to evaluate what is important.
Students should be allowed choices in what
tools to use to gather information such as
cameras and computers

27. All of these networks work
together in allowing us to
engage and interact in the
learning process.

28. Role of Technology & 3 Examples
 Research tells us that there is no one “model” of student.
They are all unique and learn in various ways. They all
have various ways of organizing, engaging and
recognizing information.
 These differences give students strengths and
weaknesses. Technology is a critical tool in working with
these weaknesses and strengths.. Digital media provides
for flexibility in the instruction and expands access to
resources that benefit these learners.
 Examples of Technology may include:
Smart Boards, Software programs that read for students
(including various languages) such as Kurzweill, graphic
organizer programs such as Mindview

29. Impact Of UDL On Learning
UDL’s 3 principals parallel with
the 3 brain networks. Students
learning is enriched and
tailored for success. Teachers
use flexible materials and
media. The are able to assess
students accurately.

30. Incorporating these principles
and methods in the
classroom, allows
opportunities to address the
diverse needs of ALL students
in classroom.

31. UDL Tools:
http://www.cast.org/learningtools/udl_self_heck/index.html
Self Check:
This is an evaluation tool. Teachers can gain insight and
evaluate their classroom.
http://www.cast.org/learningtools/lesson_builder/index.html
Lesson Builder:
Customizing standard based lessons can be utilized
through this link.
http://www.cast.org/book_builder/index.html
Book Builder:
Digital books can be created using this site in order to
adjust the curriculum to the needs of the student.

32.  Universal Design does not mean
“one size of learning fits all”. The focus is to
accommodate a wide spectrum of students
needs.
 The word “universal” refers to a flexible
design that is specifically created to be used
in diverse ways.

33.  UDL provides a blue print
for creating instructional
goals, methods, material
s, and assessments that
work for everyone!

34. Assessment of Presentation:
(handout provided)
5 4 3 2 1 Evaluation Categories
The presentation was well organized.
The presentation activities were practical and
explained thoroughly.
As a result of this presentation, I will meet the needs of
diverse learners and utilize tools to help me in the
classroom.
Overall, personnel conducting the session exhibited the
qualities essential to its success. (Consider
creativity, specialized knowledge, communication
skills, etc.)
The strategies utilized, including instructional
resources, were appropriate for meeting my educational
concerns.
Provisions were made for me and feedback was provided as
needed.

35. Assessment continued:
(handout provided)
 List one favorite even/aspect of the
presentation:
 List one area of the presentation that could
be improved: