1. UDL: Sharing Ideas
and Building
Resources
BY YAHIRA L. AVILES DIAZ
WALDEN UNIVERSITY
EDUC 7109
DR. REBEKAH MCPHERSON

2. Facilitator Introduction
Yahira L.
Avilés Díaz

3. Learning Objectives
At the end of this workshop you will:
have a better understanding
about UDL.
understand the implications of
UDL in teaching
complete and analyze some of
the CAST tools

4. What is UDL?
Universal
Design for
Learning

5. What is UDL?
is a set of principles for curriculum
development that give all individuals
equal opportunities to learn (CAST,
2012).

6. UDL Inspiration
 According to Dr. McLaughlin (Laureate
Education, Inc., 2009), UDL is born from the
need to provide learning opportunities for
students with a wide range of special needs
in one classroom. For instance, individuals
with mobility disabilities will need an
alternative way to access building (e.g.,
ramp or an elevator).
 Translated to regular classrooms as it, similarly,
contains a vast range of learning variants.

7. Neural Networks
Recognition Network
Strategic Network
Affective Network

8. Recognition Network
Is responsible of recognizing
and analyzing patterns
It is the way the student
gathers information through
the senses.
Input

9. Strategic Network
is responsible of planning and
executing actions
It is the way in which the
scholars will interact with their
learning.
Output

10. Affective Network
Is responsible of analyzing
and evaluating the
importance of patters
 It is the means in which
scholars keep motivated or
engaged.

11. Networks and Instructional Methods
 Teachers ought to plan to provide multiple ways for
scholars to absorb the information through their
senses. Have in mind learning styles (visual,
auditory, kinesthetic, and combination learners).
 Teachers need to provide flexibility for scholars to
interact with the knowledge and provide output of
their learning.
 Teachers need to know the scholar’s interests,
strengths, weaknesses to provide challenging,
engaging, and motivating tasks regardless their
performance level.

12. Technology in UDL
 Technology has the flexibility to address all three neural
networks. Technology provides multiple representation
options; it allows scholars to modify font size, font colors,
audio volume, and provides captions to facilitate
recognition learning processes.
 Technology provides multiple ways to express or plan their
actions. It provides alternatives for scholars to interact with
information and provide some sort of output. Example of
that are: keyboard, touch-screens, text-to-speech, speech-
to-text, etc.
 Technology maintains engagement by providing a variety
of tools that scholars can select from depending on their
interests (e.g., internet, e-books, input/output data tools,
Edmodo, blogs, wikis).

13. UDL Impact on Student Learning
 Due to the diversity present in classrooms, teachers
need to be properly prepared to create a universal
learning environment through the design of lesson
plans that will provide multiple opportunities for all
scholars to succeed.
 It requires time to assess scholars at the beginning of
the school year to create a student learning profile.
Teachers then need to create lesson plans that will
address scholar’s needs, plan activities with scholar’s
learning styles and intelligences in mind to promote
successful learning.

14. Learning Differences Brain Research
Individuals perceive, interact, analyze
and view information in a unique way.
Teachers have to provide a wide range
of opportunities for scholars to be
successful learners by “seeking out the
strengths… [and] meet[ing] the
challenges” (Bray, Brown, & Green, 2004
p. 20).

15. Implications
 Tomlinson and McTighe 2006) listed nine skills and attitudes that
teachers who help all students have:
 establish clear curriculum essentials
 self-accountable for scholars learning
 respect communities
 aware of what works for scholars
 possess classroom management skills
 help scholars become a learning partner
 flexible classroom routines
 vast instructional strategies
 reflect on progress

16. CAST
 UDL Class Profile Maker Tool: Mostly used to create a big picture of
students needs, strengths, and interests.
 http://www.cast.org/teachingeverystudent/tools/classprofiletool.cfm
 UDL Curriculum Barrier Finder Tool: This tool helps you analyze the
curriculum materials and methods, analyze and plan ahead for
possible barriers.
 http://www.cast.org/teachingeverystudent/tools/curriculumbarrierstool.cf
m
 UDL Solution Finder Tool: This tool helps you analyze barriers and
possible solution for such barriers.
 http://www.cast.org/teachingeverystudent/tools/udlsolutionstool.cfm

17. Assessment
Work with your group on
completing the followings:
UDL Class Profile Maker
UDL Solutions Finder Tool

18. Exit Slip
Complete the exit
Slip.

19. References
Bray, M., Brown, A., & Green, T. D. (2004). Technology and the diverse learner: A guide to
classroom practice. Thousand Oaks, CA: Corwin Press.
CAST (2002-2014). About UDL. Retrieved July 13, 2014, from http://www.cast.org/udl/index.html
CAST. (2002-2014). UDL class learning profile. Retrieved July 13, 2014, from
http://www.cast.org/teachingeverystudent/tools/classprofiletemplate.cfm
CAST. (2002-2014). UDL curriculum barriers finder. Retrieved July 13, 2014, from
http://www.cast.org/teachingeverystudent/tools/curriculumbarrierstool.cfm
CAST. (2002-2014). UDL solutions finder. Retrieved July 13, 2014, from
http://www.cast.org/teachingeverystudent/tools/udlsolutionstool.cfm
CAST. (2002-2014). UDL toolkits: UDL training guide. Retrieved July 13, 2014, from
http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=61
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners
through technology: Universal design for learning. Baltimore, MD: Author.
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by
design. Alexandria, VA: Association for Supervision and Curriculum Development.