1. Universal Design for
Learning
Elizabeth Kressin
November 18, 2011

2. What does UDL
mean?
The Center for Applied Special Technology
defines the Universal Design for Learning
in the following way:
“UDL is a set of principles for curriculum
development that give all individuals equal
opportunities to learn. UDL provides a
blueprint for creating instructional
goals, methods, materials, and
assessments that work for everyone--not
a single, one-size-fits-all solution but
rather flexible approaches that can be
customized and adjusted for individual
needs.” (CAST, 2011)

3. Examples of UDL in the Classroom
 Differentiation based on academic level
 Student choice that is grade level
appropriate
 Individualized feedback

4. Universal Design for
Learning Principles

5. Principle #1:
Provide multiple means of representation
Examples:
Music or sounds bytes
Use of color or varied text size
Visual diagrams or charts
 Text to speech software or transcripts for video or audio clips
 Varied speed or volume of speech and sound
 Physical objects
 Concepts presented in different forms (written text along with an
illustration or video
 Translation tools
 Connect material to prior knowledge
National Center on Universal Design for Learning, 2011

6. Principle #2:
Provide multiple means of action and expression
Examples:
Story maps
Physical manipulatives Dance, illustrations, film, and digital
media
 Alternatives for responding using a mouse
or using a keyboard
 Spell check
 Calculators
 Feedback based on the individual
National Center on Universal Design for Learning, 2011

7. Principle #3:
Provide multiple means of engagement
Examples:
Rewards/motivation for academic
Cooperative grouping or behavioral goals Personal response and self-
reflection
 Active participation and exploration
 Age appropriate and relevant activities
 Minimize distractions in classroom environment
 Differentiate for different academic levels
 Timely feedback
 Promote students ability to seek out help
National Center on Universal Design for Learning, 2011

8. Role of Technology in UDL
Technology helps differentiate instruction, fosters better engagement in
the material, and can be an assessment tool or a possible reward for goal
achievement.
Examples:
Kid’s College:
Audio Books:
 Computer program to Student Response Cards:
 Accommodates print promote literacy and math
disabilities skills. Found at  Used through
 Engages students with a www.kclogin.com TurningPoint software
different format of written  Differentiated curriculum for  used for assessment
text each student as well as an
 Helps promote reading skills  Teacher sets levels and engagement strategy
through linking of text to times spent on each lesson  Teacher created
spoken words  Used as an assessment or presentations catered
reward to any academic level.
(Learning Ally, 2011)
 High level of engagement  Use in small groups as
well as whole group.
(Turning Technologies, 2011)

9. Potential Impact of UDL on Student Learning
 All students engaged and excited about learning
 Provides opportunities for all students to learn in
an environment that they are able to succeed in
 Caters to individual preferences
 Allows choice at all ages

10. Brain Research and Learning Differences
 There are three distinct
networks of the brain that help
us learn:
recognition, strategic, and
affective.
 Each network helps the learner
with different skills.
 Each student learns differently
and has strengths and
weaknesses within each
network of the brain.
(Rose & Meyer, 2002)

11. Recognition Network
 Identify and interpret Technology Examples
patterns of the for the Classroom:
senses.
 Magnifiers for the
 Recognize visually impaired
people, letters, word
s, sounds, tastes, etc  Text-to-Speech
. translation software
 Example of learning  Voice recognition
difference: difficulty software
in recognizing letters
or words, but high  Drill and practice
ability to recognize games that can be
and recall faces of adjusted for each
people learner.
(Rose & Meyer, 2002)

12. Strategic Network
 Planning, executing, a Technology Examples for
nd monitoring our the Classroom:
actions.
 Computer presentation
 Allows for the programs in the place
adjustment of actions of paper and pencil
after self-evaluation. written assignments
 Example of learning  Project based learning
difference: Every through online tools
learner has different such as VoiceThread or
goals and different Animoto.
ways to go about
achieving the same
result.
(Rose & Meyer, 2002)

13. Affective Network
 What the learner
feels, how an Technology Examples
environment is for the Classroom:
interpreted
 Use of headphones
 Deals with emotions for reading if
student needs a
 Students prefer quiet environment
different learning
environments  Incorporating
student interests
 Example of learning into an online
difference: Each research project and
learner interprets giving students
the same classroom choice in the vehicle
situation or teaching for presentation
method differently
(Rose & Meyer, 2002)

14. How Does UDL Support Diversity?
 Allows for better  Allows for self reflection
engagement and adjustment
 Allows for
differentiation based
on academic strengths
and weaknesses
 Allows for choice
 Allows each learner to make
their own plan to achieve a
goal

15. UDL Tools and Resources
UDL LESSON BUILDER UDL Book Builder UDL Curriculum Self-Check
 Media options to learn  Read or download pre-  Allows the teacher to self
more about UDL before made books with evaluate in the area of each
beginning students from the UDL goal on a scale of 1-5 and
database on after rating the teacher is able
 View existing lessons that www.cast.org or from to type any thoughts of self-
incorporate UDL for ideas the library. reflection.
 With the creation of an  Once logged in the  At the end of the self-check the
account on www.cast.org teacher can create ratings chosen are displayed so
the teacher can make and virtual books with the teacher can see their
save UDL lesson plans text, images, and strengths and weaknesses
with pre made headings to sound for student displayed together.
guide in the creation of a literacy activities.
lesson. The teacher can  Included in the self-check is a
change font, size and  Created books can be section of resources divided by
format while creating shared with others content area to help enhance
lesson plans. when complete. lesson planning.
(CAST, 2011)

16. References
CAST (2011). Universal Design for Learning Guidelines version
2.0. Wakefield, MA: Author
Learning Ally. (2011). UDL and Audiobooks. Learning Through
Listening. Retrieved November 16, 2011 from
http://www.learningthroughlistening.org/Universal- Design-
for-Learning-UDL/UDL-and-Audiobooks/109/
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/
Turning Technologies. (2011). Student Clickers. Retrieved
November 16, 2011 from
http://www.turningtechnologies.com/studentresponsesy
stems/studentclickers/