basic level

1. Universal design of
Learning
By
Karthigaiselvam

3. Introduction
• Universal design for learning (UDL) is a set
of principles for designing curriculum that
provides all individuals with equal
opportunities to learn.
• UDL is designed to serve all learners,
regardless of ability, disability, age, gender, or
cultural and linguistic background.

4. Introduction cont….
• UDL provides a blueprint for designing goals,
methods, materials, and assessments to
reach all students including those with diverse
needs.
• Grounded in research of learner differences
and effective instructional settings

5. Definition
•“Universal design for learning is an
approach to the curriculum that
minimize barriers And maximizes
learning for all students”
•“UDL is and educational approach to
teaching learning, and assessment,
drawing on new brain research and new
media technologies to respond to
individual learner difference.’’

6. What is Universal Design for
Learning?
•Accesses to learning
•Curriculum includes alternatives
•Make the curriculum accessible and
appropriate
•Emphasizes the unique nature of each
individual
•Awareness of the need to
accommodate differences

7. Universal design history
•Universal design (close relation
to inclusive design) refers to broad-
spectrum ideas meant to produce
buildings, products and environments
that are inherently accessible to older
people, people without disabilities,
and people with disabilities.

8. Universal design history
cont..
the term "universal design" was coined
by the architect Ronald Mace to
describe the concept of designing all
products and the built environment to
be aesthetic and usable to the greatest
extent possible by everyone, regardless
of their age, ability, or status in life

10. Why UDL is necessary?

11. Why UDL is necessary?
•Individuals bring a huge variety of
skills, needs, and interests to
learning.
•Neuroscience reveals that these
differences are as varied and
unique as our DNA or
fingerprints. Three primary brain
networks come into play:

12. Based on Neuroscience

13. The Three Networks
They must work together
Affective Network
Strategic Network
Recognition
Network
13

15. Affective Networks
Our brains:
• Are goal driven networks
• Bias our perceptions and actions
• Warp reality & set values on different parts of
reality
• Determine the emotional and motivational
significance of the world around us
• Work in conjunction with all other neural
networks

16. Recognition Networks
Our brains:
• Are highly complex in pattern
recognition
• Run a variety of recognition processes in
parallel
• Are both input centric and process
centric
• Are highly variable from person to
person

17. Strategic Networks
Our brains:
• Plan, execute, and monitor all kinds
of purposeful acts
• Are hierarchical, moving between
levels of complexity as needed
• Are variable
• Are designed to solve problems

18. The Three Principles
1. Multiple Means of Representation to increase
recognition – the “what” of learning
(Recognition Network)
2. Multiple Means of Expression to expand
strategic abilities - the “how” of learning and
demonstrating knowledge
(Strategic Network)
3. Multiple Means of Engagement to enhance
involvement - the “why” of learning
(Affective Network)

20. http://www.udlcenter.org/aboutudl/udlguidelines

21. Universal Design for Learning
Flexibility in
Representation
Flexibility in
Expression
Flexibility in
Engagement
• options for perception
• options for language and symbols
• options for comprehension
• options for physical action
• options for expressive skills/fluency
• options for executive functions
(planning/monitoring)
• options for recruiting interest
• options for sustaining
effort/persistence
• options for self-regulation

22. Recognition Network
Provide Multiple Means of Representation
•How we gather facts and categorize
what we see, hear, and read.
•Identifying letters, words, or an
author's style are recognition tasks

23. Multiple Means of Representation
•Provide options for perception
•Provide options for language,
mathematical expressions, and
symbols
•Provide options for comprehension

24. Multiple Means of Representation
Provide options for perception
• Offer ways of customizing the display of information
(Size of text, images, graphs, tables, or other visual
content)
• Offer alternatives for auditory information
( Captions or automated speech-to-text )
• Offer alternatives for visual information
( Provide descriptions (text or spoken) for all
images, graphics, videos, or animations )

25. Multiple Means of Representation
Provide options for language, mathematical
expressions, and symbols
• Clarify vocabulary and symbols
• Clarify syntax and structure
• Support decoding text, mathematical
notation, and symbols
• Promote understanding across languages
• Illustrate through multiple media

26. Multiple Means of Representation
Provide options for comprehension
• Activate or supply background knowledge
• Highlight patterns, critical features,
big ideas, and relationships
• Guide information processing,
visualization, and manipulation
• Maximize transfer and
generalization

27. Strategic Network
Provide Multiple Means of Action and
•Expression Planning and performing
tasks.
•How we organize and express our
ideas.
•Writing an essay or solving a math
problem are strategic tasks.

28. Provide Multiple Means of Action
and Expression
•Provide options for physical
action
•Provide options for expression
and communication
•Provide options for executive
functions

29. ProvideMultipleMeansofActionandExpression
Provide options for physical action
• Vary the methods for response and navigation
• Optimize access to tools and assistive
technologies

30. ProvideMultipleMeansofActionandExpression
Provide options for expression and communication
• Use multiple media for communication
• Use multiple tools for construction and
composition
• Build fluencies with graduated levels of support
for practice

31. Provide Multiple Means of Action and
Expression
Provide options for executive functions
• Guide appropriate goal-setting
• Support planning and strategy development
• Facilitate managing information and resources
• Enhance capacity for monitoring progress

32. Affective Network
Provide Multiple Means of Engagement
•How learners get engaged and stay
motivated.
•How they are challenged, excited, or
interested.
•These are affective dimensions.

33. Provide Multiple Means of
Engagement
•Provide options recruiting
interest
•Provide options for sustaining
effort and persistence
•Provide options for self
regulation

34. Provide Multiple Means of
Engagement
Provide options for recruiting interest
• Optimize individual choice and autonomy
• Optimize relevance, value, and authenticity
• Minimize threats and distractions

35. Provide Multiple Means of
Engagement
Provide options for sustaining effort
and persistence
• Heighten salience of goals and objectives
• Vary demands and resources to optimize
challenge
• Foster collaboration and communication
• Increase mastery-oriented feedback

36. Provide Multiple Means of Engagement
Provide options for self-regulation
• Promote expectations and beliefs that optimize
motivation
• Facilitate personal coping skills and strategies
• Develop self-assessment and reflection

37. What are the difference
between Accessible and
Universal design for
learning?

38. • Accessible design is a design process in which
the needs of people with Disabilities are
specifically considered.
• Accessibility sometimes refers to the
characteristic that products, Services, and
facilities can be independently used by people
with a variety of disabilities.
• Universal design of products and
environments to be useable by all people, to
the greatest extant possible, without the need
for adaptation or specialized design.