3. What is it?
• A set of principles for curriculum development
that give all students equal opportunities to
learn.
4. Inspiration for UDL
The inspiration for UDL was motivated by IDEA mandating that all
students be taught and make progress within the general education
curriculum. Overall, UDL was inspired by the need to address the needs
of a diverse group of learners who may have disabilities that limit their
abilities to learn, such as English language barriers, behavioral and
emotional problems, lack of interest in education and sensory, physical,
or learning disabilities.
5. UDL’s Three Principles
• Provide Multiple Means of Representation
Provide Multiple Means of Action/Expression
• Provide Multiple Means of Engagement
6. Multiple Means of
Representation
• Teachers must present information in varied
ways.
• Examples: ActivBoards, digital stories, audio-
visual devices, iPads, Mimio, and web.
7. Provide Multiple Means of
Active/Expression
• Teachers must give students alternatives as a
means of expressing comprehension.
• Examples: assistive technology, options for
expressing skills and fluency, and options that
support goal-setting, planning, and self-
monitoring.
8. Provide Multiple Means of
Engagement
• Teachers must maintain student interest and
motivation.
• Examples: student response systems, laptops,
iPads, and digital images.
13. Role of Technology in UDL
• Provides access to learning environments, materials and experiences.
Digital tools offer flexibility to display content differently and marking
content.
Examples:
• Assistive Technology
• UDL
Tools to Assist Learners
• Barrier Free Learning Environment
14. Impact of UDL
• Provides alternatives so that every student can
learn
Builds flexibility into the curricular materials so
that all students can be successful
• Flexibility of technologies supports needs of
diverse learners
Increases technological awareness
15. Brain Research on Learning
Based on findings of how the brain processes
information, it has a way of distributing the
processes to different places based on the task
and level of learner. Therefore, it is essential that
curriculum, instruction, and assessment is
differentiated to activate all three learning
networks.
16. How does UDL support cultural, ethnic, linguistic, and academic diversity?
• UDL supports all types of diversity including academic, cultural, and
ethnic to help promote success, so students with varied cultural,
socioeconomic, and educational backgrounds will see and be successful.
UDL also reduces the learners barriers in the classroom, engages all types
of learners, while still challenging students.
• UDL provides diversity and flexibility especially when incorporating
technology which implements tools that are as flexible and diverse as the
students.
Students will recognize their preferred method of learning and retaining
information.
17. CAST Online Tools and
Resources
Lesson Builder: http://lessonbuilder.cast.org/
• Provides teachers with tools and models to
create and adapt lessons to increase access and
participation for all types of learners in a
general education curriculum. This tool can be
used to generate lessons and instruction to
reach a diverse group of learners, while
incorporating technologies and providing
students with flexibility with materials and
assessments.
18. CAST Online Tools and
Resources
• Curriculum Barrier Finder:
http://www.cast.org/teachingeverystudent/tools/curric
This tool helps teachers find hidden barriers in
the curriculum and educational setting. This
tool can be used to ensure that teachers are
using the best possible methods and materials
for student success after analyzing the
curriculum.
19. CAST Online Tools and
Resources
• UDL Class Profile Maker:
http://www.cast.org/teachingeverystudent/tools/classp
• The class profile maker helps teachers locate
their students’ strengths, needs, and interest.
• This tool can be used to help teachers apply the
UDL framework and use the template to
determine the learning profile of their students
so that they can better meet the individual
needs of each student.
20. References
• CAST: Center for Applied Special Technology
website
Laureate Education, Inc. (Executive Producer).
(2009). Universal Design for Learning.
[Educational video]. Baltimore: Author.
• 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/
