1. +
Universal Design for
Learning
Cindy Clark
Walden University
Reaching and Engaging all Learners EDUC-6714l-1
Dr. Jacqueline Derby
July 17, 2012

2. +
Inspiration for Universal Design
for Learning
 Universal Design was a concept in architecture that stemmed
from designing and providing easy access for the physical
needs of our diverse population. This change in design gave
multiple ways to access and benefitted society as a whole.
Using Universal Design
No Universal Design
Accomodating
Barriers

3. +
Examples of Universal Design in
Today’s Society

4. +
Three Principles of
Universal Design for Learning
 1.Provide multiple means of REPRESENTATION (the What)
 2.Provide multiple means of EXPRESSION (the How)
 3. Provide multiple means of ENGAGEMENT (the Why)
Image found on: http://udlinformationandresources.wikispaces.com/Brain+Research

5. +
Examples of Instructional Methods
and Technology used for Multiple
Means of Representation ( Principle 1)
How can the content of your lesson be presented to
reach visual, audio, and kinesthetic learners?
What tools are best suited for each student?
 Books on tape/ text to audio
 Videos/ Taping Lectures/Screencasts
 Interactive Websites/Virtual tours/Timelines
 Visuals/Posters in various font and picture sizes
 Charts/Diagrams/Graphic Organizers
 Resource Links for Easy Access
 Highlight Important areas of text www. moma.com.

6. +
Examples of Instructional Methods
and Technology used for Multiple
Means of Expression (Principle 2)
How can a teacher provide options for actions and expression
to help capitalize on strengths not weaknesses?
GIVE A CHOICE!
 Write: handwritten, word processing, audio to text
 Create: by hand, digitally, photographically,
3-D design, video
 Record: narrate, digital story, Voicethread, video

7. +
Examples of Instructional Methods
and Technology used for Multiple
Means of Engagement (Principle 3)
How can a teacher spark interest, motivate,
and engage diverse learners?
Interest, Effort, Self Monitoring
 Interest: Interweave students interests into
lesson (ie: sports, music, art for greater
autonomy and choice). Use internet to
research and find more information to
integrate or ask students.
 Motivate: by using ongoing feedback in class and also digitally through blogging. Create a
digital portfolio so students see progress. Encourage peer feedback through peer critiques
and online dialog. Create online quizzes or skill sheets to demonstrate mastery and
increase confidence.
 Self-Monitor: Provide rubrics, online games/quizzes, daily goal sheets, to help students
stay on task. Modify scaffold if student is struggling and provide options to help student
overcome obstacle or disability.

8. + The central role of technology is that it enables
a teacher to easily offer multiple means of
learning. Students can
read, watch, interact, and simulate with
technology to learn content using their
strengths in their preferred learning styles.
Digital materials make it possible for the same material to be flexibly
presented and accessed—even adapted on a student-to-student basis
(Strangman& Meyer 2003).
 Watch this short video which offers more input on Technology in UDL
Technology and UDL
http://www.youtube.com/watch?v=zLHYbCMOCBo

9. + These are just a few simple technologies that
can expand learning and engage all senses in
a multitude of activities.

10. +
How could UDL Impact
Student Learning in LVMS?
 Increase motivation and engagement of middle school students by
offering choices.
 No more “cookie-cutter” lessons. Lessons are modified to support
all types of learners utilizing many forms of technology.
 All approaches to learning are considered so students feel more
comfortable in using and building upon their strengths.
 Students receiving ongoing feedback from teacher, peers, and the
global community, to have a clearer picture of their progress and
daily goals.
 Increased skills in technology and communication that have real
world applications.
 Students become more confident, self-directed learners.

11. +
Brain Research and
the What, How and Why of Learning
The three networks of RECOGNITION, STRATEGIC, and AFFECTIVE
are interconnected and distribute processing.
How we identify How we organize How we motivate
and express and encourage
Chart found on: http://www.uvm.edu/~cdci/universaldesign/images/3_brain_networks.png

12. +
How can UDL support cultural, and
linguistic diversity?
 Cultural: Research culture to include interests and diversity into
lesson. Take virtual tours of various countries to understand
cultures.
 Linguistic: Use online translation tools. According to M.D.Roblyer
and A.H Doering (2012)
According to M.D.Roblyer and A.H Doering (2012),
These are among the most common free language translation tools on the
web :
Babel Fish (http://babelfish.yahoo.com/)
Free Translator (http://www.free-translator.com)
Free Translation (http://www.freetranslation.com)
World Lingo (http://www.worldlingo.com)
Education .com Translation tools http://www.education.com/reference/article/translation-tools-internet-language/

13. + How can UDL support academic diversity?
 Provides multiple examples of learning content in multiple media and
formats. (Rose & Meyer, 2002)
Examples: audio, visual aids, podcasts, ebooks, virtual tours
 Provides flexible models of skilled performance and
opportunities to practice skills. (2002)
Examples: step by step demonstrations, modeling, screencasts
 Provides opportunity to practice and support feedback. (2002)
Examples: online quizzes, games, blog interaction
 Provides different levels of challenge. (2002
Examples: scaffold learning per style, enrichment lessons for G&T
students.
 Provide choice of content and tools. (2002)
Examples: PowerPoint, Hyperstudio, hand-drawn, digitally drawn
3-D models, Voicethreads.

14. +
Implications Addressing Brain
Research and Instruction
Rose & Meyer (2002) summed it up when they stated that when affective engagement links
background knowledge with strategies and recognition tasks, students are more likely to build
skills, sustain interest and deeper understanding.
Flexibility is the Key!
Both teacher and student must be flexible
Materials must be flexible
Teaching and learning methods must be flexible
Support methods must be flexible
Image found on:http://youngmillionairegroup.com/blog/files/2008/08/the-key-to-success.png

15. +
Top Ten Reasons Technology is
Important in Implementing UDL
1. Provides multiple ways to learn content.
2. Provides opportunities to collaborate and share.
3. Provides opportunities to easily expand vocabulary and resources.
4. Increases important 21st century technical skills.
5. Flexibility of tools.
6. Allows engagement in different modes of learning.
7. Technology is available to fit individual learning styles or disabilities.
8. Provides more self monitoring and student autonomy.
9. Provides more independent learning through exploration.
10. It is a lot more engaging for middle school than books and lectures!

16. +
CAST Online Tools and Resources
My Top Three Useful Resources
LESSON BUILDER
http://lessonbuilder.cast.org/images/home/cast.png
Explore exemplars of UDL incorporated lessons
Create your own lesson that can be saved and edited.
CURRICULUM BARRIER TEMPLATE
http://www.cast.org/teachingeverystudent/tools/curriculumbarrierstemplate.cfm
Watch tutorial and download template to identify barriers in learning for your students.
Review examples of methods and materials of other educators.
UDL SOLUTIONS FINDER
http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm
Tutorial helps you practice applying the 3 principles of UDL.
The downloadable template helps you to develop appropriate UDL solutions suitable for
your classroom.

17. +
One Last
Note
I have always used this
poster as an inspiration
in my art room and I
now can see how easy
it will be to incorporate
the 3 UDL principles to
each step of the
creative process.
Food for thought:
How can you implement
UDL into your
curriculum to most
benefit all your
students?
Poster found on:
http://www.cast.org/teachingeverys
tudent/tools/udlsolutionsfinder.cf

18. + Web Sources
Slide 4 http://udlinformationandresources.wikispaces.com/
Slide 5 http://www.winstonnoronha.com/wp-content/uploads/2012/04/engagement-in-lrng4.jpg
Slide 8 Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA:
National Center on Accessing the General Curriculum. Retrieved July 14,2012
fromhttp://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated
Slide 9 http://2.bp.blogspot.com/-NTAK0A-NO_0/T5wqA2ZppvI/AAAAAAAAASE/R3EshhQG6VE/s1600/Audio+Books.jpg
http://www.sbcc.edu/healthservices/images/cool-videos.png
http://imgc.allpostersimages.com/images/P-473-488-90/27/2744/P2BTD00Z/posters/j-howard-miller-we-can-do-it-rosie-the-
riveter.jpg
http://www.davenportschoolofthearts.com/Arts/images/v_art_chart.jpg
Slide 11 http://www.uvm.edu/~cdci/universaldesign/images/3_brain_networks.png
Slide 12 http://www.education.com/reference/article/translation-tools-internet-language/
Slide 13 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/
Slide 16 http://lessonbuilder.cast.org/images/home/cast.png
http://www.cast.org/teachingeverystudent/tools/curriculumbarrierstemplate.cfm
http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cf
Slide 18 http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cf