1. Jill Capozzoli
EDUC-6714I-3 Reaching and Engaging All
Learners through Technology
Walden University

2.  ―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,
2009).

3.  came from an architectural movement called
universal design
 builders realized access was prohibitive to
certain groups of people
 ramps and elevators were retrofitted causing
costly renovations
 purpose was to create structures to
accommodate a wide spectrum of users
 create the structure from the beginning, not
add on later

4.  ramps
 closed caption TV
 curb cuts
 icons and labels
 elevators

5.  UniversalDesign in architecture helps to
make the physical world accessible to all
people.
 Universal
Design for Learning helps to
make learning accessible to all students.

6. 1. Multiple means of representation
 the ―what‖ of learning
2. Multiple options of action and expression
 the ―how‖ of learning
3. Multiple means of engagement
 the ―why‖ of learning

7.  providesame information in a
variety of formats
 enlarge text
 audio—text to speech
 use of captions
 physical objects
 activate background knowledge
 highlight critical features
 support memory

8.  provide students with multiple pathways
for action and expression during a lesson
 provide options for physical action
 allow access to tools and assistive technology
 help students set goals

9.  providemultiple ways to engage students
interests and motivation
 give choices for expression
 know their interests
 encourage collaboration and motivation

10.  Technology allows for the flexibility needed
to adjust to learner differences.
 visual presentation
 enlarged print
 audio text—Kurzweil
 multimedia presentations—PowerPoint, glogster
 internet links to background information
 access to definitions, illustrations, sound files or
pictures
 Web 2.0 tools

11. Students with a higher
Engagement will increase. success rate at their level
and specific type of
learning will provide a
more positive learning
environment.
All students will have the Provides appropriate
chance to be successful and accommodations,
achievement will rise. supports, and challenges.

12. Neuroscientists have
discovered:
 the brain is made up
of networks
 learning is distributed
across 3 neural
networks
 these neural networks
work together in
learning:
 Recognition
 Strategic
 Affective

13. enables us to understand and identify
information, ideas, and concepts
Examples:
 process patterns
 gather facts
 categorize what we see, hear, and read
Back of brain

14. multiple ways in which students can express
themselves
Examples:
mental and motion patterns
plan and perform actions
organize and express ideas
front of brain

15. engaging students with tasks and learning
and with the world around us
Examples:
process emotions
evaluate patterns
getting learners engaged
staying motivated
core of brain

16.  there is no regular student
 we all have different experiences and
interests
 we all process information differently
 UDL reduces barriers for learning
 UDL accommodates differences
among students

17.  centered around choice and flexibility
 created to support individualization to
engage all learners
 provides tools that are as flexible and diverse
as the learners
wikis
voice thread
movies

18.  UDL Curriculum Self-Check
 helps to build options and flexibility into each element of the
curriculum in order to reach and engage all students
 http://cast.org/learningtools/udl_self_check/index.html
 UDL Strategy Tutor
 an internet research tool for teachers and students in grades 5
and up. Not only does the tool help students to better read,
collect and understand their internet research, but it also
guides teachers in creating web-based lessons.
http://cast.org/learningtools/strategy_tutor/index.html

19.  UDL Lesson Builder
 provides you with models and tools to create and
adapt lessons to increase access and
participation for all students
 http://lessonbuilder.cast.org/

20.  CAST, Inc. (2002–2011). Teaching every student: Tools and activities.
Retrieved from http://www.cast.org/teachingeverystudent/tools/
 Daniel Oines. Flickr. Web. 25 November 2011.
http://www.flickr.com/photos/dno1967b/6210166242/
 Laureate Education, Inc., (2010). Brain research and universal design for
learning. Reaching and engaging all learners through technology.
Baltimore, MD: Author.
 Matt Scott. ―Stairs and Ramps.‖ Flickr. Web. 25 November 2011.
http://www.flickr.com/photos/ranna/343690994/in/photostream
 National Center on Universal Design for Learning. (2011, March 15). UDL
guidelines–Version 2.0. Retrieved
fromhttp://www.udlcenter.org/aboutudl/udlguidelines
 Rose, D., & Meyer, A. (2002). Teaching every student in the digital age:
Universal design for learning. Retrieved
fromhttp://www.cast.org/teachingeverystudent/ideas/tes/