The document discusses Universal Design for Learning (UDL) and how technology can support learning for all students. UDL aims to provide multiple means of representation, action and expression, and engagement. This allows for different learning styles and individual needs. Technology can tap into the three primary brain networks - recognition, strategic, and affective - to gather facts, organize ideas, and engage students. When applied in educational settings, UDL and technology provide equitable access to learning and allow students to demonstrate knowledge in varied ways.

1. Universal Design for Learning
(UDL)
and Technology

2. Special Needs
 Everyone has special needs!
 You will find as many distinctive needs
as there are students
 Every student requires attention to
his/her individual characteristics
 An individualized approach is required
for every student

3. The Exceptional Child
 A student with special needs
 A student who is different enough from
the “standard” or “average” child to
require special methods, services, and
possibly equipment in order to attain
desired learning objectives.
 May differ at rate at which they learn
 May learn in different ways
McCormick 1994

4. Teaching Strategies
With ALL Students:
 Respond to their interests
 Focus on what they are intending to communicate
rather than their actual work
 Arrange the learning environment to promote
engagement and interactions with peers
 Use open-ended and thought-provoking questions to
assist them in interacting successfully with people and
materials.
 Use modeling and assist them to learn through
observation and interaction with their peers
 Brainstorm possibilities for using assistive
technologies.

5. Universal Design for Learning
 Multiple means of representation
 to give learners various ways of acquiring
information and knowledge
 Multiple means of action and expression
 to provide learners alternatives for
demonstrating what they know
 Multiple means of engagement
 to tap into learners' interests
 offer appropriate challenges
 increase motivation

6. Multiple Means
 Multiple Means of Representation
 How can you present information and content in
different ways?
 Multiple Means of Action and Expression
 How can you differentiate the ways that students can
express what they know?
 Multiple Means of Engagement
 How can you stimulate interest and motivation for
learning?

8. Three Primary Brain Networks
 Recognition networks
 Gathering facts
 How we identify and categorize what we see, hear, and read
 Identifying letters, words, or an author's style are recognition
tasks—the "what" of learning
 Strategic networks
 Planning and performing tasks
 How we organize and express our ideas
 Writing an essay or solving a math problem are strategic
tasks—the "how" of learning
 Affective networks
 How students are engaged and motivated
 How they are challenged, excited, or interested
 These are affective dimensions—the "why" of learning

9. Use Technology to Tap Primary
Brain Networks
 Students use recognition networks – What to learn?
 Gather facts and learning to discriminate
 Locate , evaluate, and use information
 Interact with real-time events and with authentic
sources
 Students use strategic networks – How to learn?
 Plan and perform tasks
 Organize and express ideas and creativity
 Word process , present, create video, music, etc.
 Interact and solve real-time problems
 Students use affective networks – Why learn?
 Engaged and motivated
 Challenged, excited, and interested

10. UDL in Educational
Settings
 The teaching environment
 Gives all students equitable access to learning
opportunities
 information and activities in multiple formats
 multiple means for engagement, expression, and
learning.
 Includes the curriculum, teaching practices, materials,
technologies, and activities
 Individual assessment and program evaluation
practices
 Provide multiple approaches to finding out what
children know and are able to do
 Equitably assess individual learning, development,
and educational progress

11. Physical, Social, Emotional, Cognitive
Learning Environments
Does every student:
 Feel welcome as a full and equal member in
your classroom?
 Access and engage in all learning
opportunities during your day?
 Learn according to his or her individual
strengths and interests?
 Demonstrate his or her learning in ways that
reflect individual strengths?

12. Learning Technologies
 What do people need to learn?
 How can technology help meet
changing goals of education?
 How do people learn?
 How does the use of technology
support learning?
 Who needs to learn?
 How can technology support
learning for ALL students including
those with diverse needs?
 Where and when do we learn?
 How does technology enable us to
learn anywhere? Anytime?

13. Assessment and Technology
 How can technology provide multiple means
of assessment?
 How can technologies measure what matters
(performance)?
 How can technology provide the information
that enables continuous improvement
processes at all levels of the education
system.
 How can technology provide access to data
for students, teachers, parents,
administrators?