An overview of the Universal Design for Learning (UDL)

1. An Overview of the
Universal Design for Learning
Suzanne Rainey ~ Revised July 2014

2. What is UDL?
• Universal Design for Learning
• Research-Based Theory
• Guides curriculum, lesson planning, and
implementation to meet the needs of all
learner
• Maintains high
achievement standards for
all students (CAST, 2011)
• Based on “cognitive
neurosciences”

3. Inspiration and Physical Examples
• Originated in architectural field to make places
more accessible
– Wheelchair ramps/Appropriate parking spaces
– Indoor and outdoor step and vehicle lifts
• Shift from the architectural
field to students who were
struggling with:
– Disabilities
– Language development
– Motivation

4. UDL Overview
Principles and Practice
A brief overview of UDL principles and practices
from the National Center on Universal Design
for Learning
https://www.youtube.com/watch?v=pGLTJw0GS
xk&list=PLDD6870F2D42327F3

5. Principles of UDL and Brain Research
• Based on the power to be flexible and provide
choice to students
1. Access: Provide multiple means of
representation – WHAT?
2. Assessment: Provide multiple means of
action and expression – HOW?
3. Engagement: Provide multiple means of
engagement – WHY?

6. Brain Research and
Different Networks

7. Recognition Network
• How we gather facts and
categorize using sensory
information
• Helps people identify
sounds, smells, textures,
sights, and tastes
• Examples:
– Identifying letters
– Identifying words
– Identifying author’s style

8. Strategic Network
• How we organize and
express ideas
• Planning and performing
tasks by sending messages
to muscles
• Examples:
– Writing
– Solving problems
– Playing sports

9. Affective Network
• How learners get engaged
and stay motivated
• Controls emotions
• Examples include HOW a
person is:
– Challenged
– Excited
– Interested
– Fearful

10. So What Does that Matter?
• No two students are alike.
• Students have differing ways of recognizing,
interpreting, organizing, and engaging with
information
• Helps determine strengths and weaknesses in
individual students

11. Examples of Instructional Methods
• Create lessons that are universal and designed to make
sure everyone learn
• Use visuals often
– Graphic organizers
– Guided notes
• Incorporate technology
– Whole/small/individual use
– Blogs, wikis, vimeo, ipads, laptops, classroom websites,
etc.
• Include hands-on and authentic learning methods
– Virtual field trips
– Manipulatives
– Foldables

12. Graphic Organizer Examples

13. Foldable and Virtual Field
Trip Examples
Visit the following link to view ten examples of
virtual field trips:
http://www.eschoolnews.com/2013/04/07/ten-of-
the-best-virtual-field-trips/

14. Technology and UDL with Examples
• Technology is a MUST!
• Technology can level the playing field, while
also challenging all learners to be successful
• Technology Uses:
– Assistive Technology
• Adapted to meet the needs of learners
• Examples: Communication devices,
speech to text
– Supportive Technology
• Examples: Online textbooks, blogs, websites

15. Technology and UDL Video Connection
For more information
on technology as it
relates to UDL,
check out the
following video.
https://www.youtube.
com/watch?v=zLHYb
CMOCBo

16. Student Learning and UDL
• Designed to meet the needs of all learners
• Struggling students
• Students with disabilities
• English Language Learners
• Gifted students
• Reduce barriers to student
learning, especially through
the use of technology

17. Brain Research and Learning Differences
• UDL is a “framework for making curriculum more
inclusive” (CAST, 2011).
• Brain research tells us that every child learns
different so teachers should:
– Incorporate technology (both assistive and supportive)
– Vary assignments and projects
– Give choices, when possible
– Use visuals
– Include hands-on learning and
authentic learning

18. Instruction and Learning with UDL
• Teachers meet the needs of all learners, (students
with disabilities, students from various cultural,
ethnic, linguistic, and academic backgrounds)
when they use methods of instruction based off
of the UDL framework.
• Include students in the planning process and
make sure they understand the outcome of
lessons.

19. Central Role of Technology and UDL

20. CAST Resource #1
• UDL Book Builder:
– Allows students and teachers to create digital books
– Builds reading comprehension and fluency
– Use with children ages three and up
– Would meet English curriculum goals in districts where students
struggle with reading on-grade level
– Engages students through audio, picture creation, and writing
processes
– Could be used across the curriculum
• I would use this as a way of motivating students to write. They
could make their writing into a book and share with the class.
• This resource meets my academic goals in my classroom because
it would engage students in the writing process as well as allow
them an outlet to share their writing with the class.

21. CAST Resource #2
• Strategy Tutor:
– Engages students in reading and researching online
– Students are able to gather and understand online information
easier through the organization system
– Teachers use this resource to compile lessons rich in research-based
strategies and ideas
– Engages and motivates learners to find information to share with
others.
• I would use this resource first as an organization tool for creating
lessons for use in my classroom.
• Then I would use it with my students when they are gathering
information to complete research papers or oral projects about
the books that we read in class.
• This resource meets my academic goals in my classroom because
it would be an engaging way to help students understand the best
options for collecting information from online resources.

22. CAST Resource #3
• UDL Editions:
– A tiered support system that builds on reading strategies for
struggling readers
– Helps students understand author’s purpose
– Accessible for ELL students
– Includes glossaries, text aids such as highlighting, and enrichment
activities
– Students are encouraged to “Stop and Think” while reading so they
do not miss important information
• I would use this resource in small groups to build on the mini-
lessons that I teach with each unit.
• Students would be able to practice what they learn in an
engaging, online manner that utilizes researched-based methods.
• This resource meets my academic goals in my classroom because
it would act as enrichment for the mini-lessons I already teach.
Students would be able to practice previously taught strategies.

23. Resources
• CAST. (2011). “UDL curriculum self-check. Retrieved from
http://udlselfcheck.cast.org/
• Howard, K. L. (2004). Universal design for learning: Meeting the
needs of all students. Learning & Leading with Technology,
31(5), 26–29. Retrieved from the Walden University Library
using the Education Research Complete database.
• Laureate Education, Inc. (Executive Producer). (2009). Reaching an
engaging all learners through technology: Universal Design for
Learning. Baltimore, MD: Author.
• National Center on Universal Design for Learning. (2011, March
15). UDL guidelines–Version 2.0. Retrieved from http://
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/