1. Shirley Brady
EDUC7109-Module 3
Walden University
Spring 2013

2.  UDL was prompted by the necessity to
meet the needs of all learners that have
restricted capabilities that decrease their
ability to learn. These disabilities include
but are not limited to visual or hearing
impairments, learning disabilities, and
restricted physical mobility.

3.  Cast UDL Lesson Builder-
http://lessonbuilder.cast.org/
This website contains many useful tools and
resources.

4. The surroundings in which a learner is required to
learn in has a lot to do with the leaning that will
actually take place. Instances in a physical
environment that lend themselves to UDL for
implementation are students with physical
disabilities, (learning or physical). These barriers can
be diminished by differentiated instruction. The
activities need to be intellectually stimulating, eye-
catching, and flexible.
Resources:
Large print
books/assessments, computers, iPads, flashcards, modi
fied questions and answer choices

5.  Recognition: The
capability to identify and
understand information
by using the five senses
(hearing, smelling, tasting,
seeing, and touching)
 Strategy: The competence
of
planning, implementation,
and accessing skills
 Affect: The power to
make poignant association
to the learning process

6.  Technology plays a huge role in the UDL method.
Emerged 21st century technology offers many devices that
support learners with disabilities.
Examples:
 Computers with alternative input devices such as speech
synthesizers
 Touch screen devices (I-Pods touch and I-Pads) can assist
learners that have not developed fine motor skills or with
limited mobility to access materials and apply their
knowledge with the touch of a finger.
 Digital Talking Books have large text and digital imagery

7.  Builds maximum flexibility into the curriculum
 ELL learners can experience participation in oral
discussions and presentations that technology
provides through editing privileges such as spell
check and correct grammar usage
 Provides source of knowledge such as translation
 Builds on the strengths of each learner
 Allows lesson to be presented in multiple ways

8. Research reveals that the learning takes place
through a variety of methods. These methods
include the five senses, poignant
association, language and behavior, and at a
certain stage of life the brain chemicals release.
Research also shows that there are learning
differences between genders, and equally as
many within genders. It has been proven that
students learn differently and has his or her
own collection of strengths and weaknesses.

9.  Boys are most likely to be diagnosed with learning
disabilities, including ADHD, and exhibit signs
earlier.
 Boys tend to lag behind in language, attention in
fine motor skills, especially in elementary school.
 Girls are most likely to struggle with spatial
learning, especially math.
 Girls are most likely to exhibit signs of anxiety or
depression due to schoolwork.
Reference:
http://www.washingtonparent.com/articles/1201
/gender.php

10.  UDL has many suggestions on instructions and
learning. It is a very useful tools for teachers when
planning their lessons. The UDL model allows
them to determine whether or not their lesson was
designed to fulfill the academic need of each
student through the use of
technology, differentiation of instructions, or
through the use of tools and resources.
 The students in the classroom where the UDL
model is implemented will see a reduction in
learning barriers and the lessons will become
engaging and more meaningful.

11.  Cast UDL Lesson Builder-
The CAST Universal Design for Learning
(UDL) Lesson Builder provides educators with
representations and tools to design and adapt
lessons that increase access and participation
into the regular education curriculum for
students.
Source: http://lessonbuilder.cast.org/

12.  CAST UDL Modules
 Module One, Introduction to UDL offers an overview
of UDL by addressing the three principles of
UDL, the connection of UDL to neuroscience, and
the impact of UDL on curriculum.
 Module Two, Applying UDL to Lesson
Development, provides practice applying the UDL
principles and guidelines to instructional
goals, methods, materials, and assessments.
 Source:
http://www.cast.org/pd/OnlineModules/

13.  UDL Editions take advantage of the flexibility
of digital media to reach and motivate all
learners. This also takes reading to yet another
level. Leveled supports and the Text help
Toolbar balance challenge and support for each
learner, ages 10 and up. This resource becomes
a very valuable tool when teaching literature
and other reading instructions.
Source:
http://udleditions.cast.org/

14.  Bray, M., Brown, A., & Green, T. (2004). Technology and the
diverse learner: a guide to classroom practice. Corwin Press.
 Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002).
Teaching every student in the digital age: Universal design for learning.
Alexandria, VA: Association for Supervision and Curriculum
Development. Retrieved from
 http://www.cast.org/teachingeverystudent/ideas/tes
 http://lessonbuilder.cast.org/ Retrieved April 9, 2013