1. Universal Design for
Learning
February 2013
Molly Boyle
Universal Design Specialist, Project Coordinator
Institute for Community Inclusion
UMass/Boston

2. AGENDA
 Introduction
 Key Components of Universal Design
 Understanding Diverse Learners
 UD Strategies and Examples
 How to Bring UD to your Organization
 Q&A

3. What is Universal Design?
What do we know?
What do we need to know?

4. What is Universal Design?
Consider the needs of the broadest
possible range
of users from the beginning.

5. Quick Inquiry
‣ Who is the number one user of closed captioning?
‣ What is the purpose of fine grates?
‣ What is the purpose of serrated shampoo bottles?
‣ Who uses automatic lids on trash cans?

6. How does Universal Design apply to
today’s learners?
‣ Who are your
clients/customers/students?
‣ What are their goals?
‣ What are their primary learning
styles?
‣ How do you address the diversity in
your audience?

7. Who Benefits from Universal Design?
‣ Individuals who speak English as a second
language.
‣ International students.
‣ Adult learners.
‣ Individuals with disabilities.
‣ Busy people.
‣ A professional whose teaching style is
inconsistent with the individual’s preferred
learning style.
✓ EVERYONE

8. Why strive to work with Multiple
Learning Styles?

9. Universe of Learners

10. Did you know?

11. Learning Style
Inventories
1) Empower the learner
to find his/her style
2) Discuss various styles
3) Apply styles to specific
tasks
4) Share your learning
preferences
5) Have fun!

12. So, now what?

13. Key Elements of UDL
Universal Design for Learning is
the planning design of
Curriculum/Content,
Instruction,
Assessment/Evaluation, and
the Environment to be usable
by all learners, to the greatest
extent possible, without the
need for accommodations.

14. Key Elements of UD

15. How does Universal Design relate to
Access?
‣ Universal design provides equal access to learning, not
simply equal access to information.
‣ Universal Design allows the student to control the
method of accessing information while the teacher
monitors the learning process and initiates any beneficial
methods.
‣ It should be noted that Universal Design does not remove
academic challenges; it removes barriers to access.
‣ Simply stated, Universal Design is just good teaching.

17. Curriculum
‣ Multimedia materials (videos, podcasts, etc.)
‣ Printed or electronic texts
‣ Course materials posted online
‣ Culturally responsive choices
‣ Create Universally Designed documents (such
as syllabus, brochures)
‣ Put organization’s resources on key
documents (disability, tutoring, counseling,
etc.)

18. Example: Traditional Syllabus

19. Example: Universally Designed Syllabus

20. Universal Design Strategies
• Make meetings easier
to attend:
– Skype/video
conferencing
– Accessible location
(library)
– Email
– Chat room
– Phone
www.thinkcollege.net © Think College 2012

21. Universally Designed Strategies
• Provide a map of your
office
• Give directions from
the main entrance to
your office

22. Post materials online

24. Instructional Strategies
‣ Learning style surveys
‣ Frame each class with an essential (or
guiding) question
‣ Diversify instruction
‣ Active learning
‣ Scaffold the instruction (i.e. graphic
organizers or guided notes)

25. Multi-Media
• Videos
• Podcasts
• Graphics
• Animations
• Text to speech
• Speech to text
© Think College 2012
11

26. Major characteristics associated with active
learning:

27. Traditional Note Taking
• Sticky notes
• Highlighters
• Colored pens
• Drawings
• Different Paper
– Colored
– Lined
– Graphing

28. Note Taking using iPad

29. Note Taking using Computer

30. Accessibility Validation (.pptx and .docx)

31. Tips for Effective Presentations
- Structure the presentation as a story
- Narrow the topic
- Establish Relevance
- Use appropriate slides, visuals and props
- Tell first person narratives
- Consider humor
- Be enthusiastic
- Embrace emotions
- Use a conversational tone
- Practice

33. Assessment
‣ Provide ongoing evaluation of
“what is working and what is not;”
‣ Provide examples of good work
‣ Encourage learners to choose their
medium (e.g. video, speech, paper)
‣ Offer extended or unlimited time to
all
‣ E-portfolios
‣ Rubrics

34. Rubric Benefits to Students
• Meets a variety of learning
styles
• Provides all students with clear
expectations
• Allows grading criteria to be
individualized and modified
• Consistent academic standards
• Accessible to all

35. Example: Assessment using rubric tool

37. Environment
‣ Teach a cultural respect for all learners
‣ Move furniture around
‣ Repeat any questions
‣ Provide periodic breaks
‣ Use online tools for discussions and review
sessions
‣ Project all ideas—use an LCD or other device

38. Universal Design Strategies
• Verify that attendees can
hear and see in meeting
rooms
• Make sure signage is
accessible
• Plan events considering
needs of all types of
learners

39. Using Technology to Enhance Learning &
Increase Student Ownership of Learning
A.K.A. becoming

40. Tips for becoming
 Think both low/no tech and high tech
 Encourage students or peers to be experts
 Use what you know
 Create everything from the start in the most
accessible format
 Post all activities online in a simple format—let the
students control how to access it.
 Avoid bells and whistles…simple is elegant
 Use tools to test accessibility & design
 Baby steps—try one new thing at a time

41. Next steps?

42. Strategies for Building (& Sustaining!)
UD at your Organization
‣ Initiate the UD movement from within
‣ Listen to the customers/clients/students (with and without
disabilities
‣ Emphasize that UD is for ALL
‣ Administrative support
‣ Find Champions & Mentors
‣ Create a UD CORE TEAM

43. UD Core Team Potential Timeline
First Semester
UD Core Team Development
Fourth Semester Second Semester
Faculty Mentors Faculty & UD Core Team
New Faculty Work w/ UD Team Work Together
Third Semester
Faculty Mentors
New Faculty Work w/ UD Team
© Think College 2012

44. Examples from Core Teams
• Resulted in greater understanding of cross-
campus facilities related to access and universal
design
• Changes documented in:
 Orientations
 Websites
 Signage
 Handbooks
 Academic Support areas

45. Long Term Impact
• New teaching and
learning center—mission
statement is founded on
Universal Design
• Incorporated UD in the
planning stages of a new
hybrid health campus

46. Contact information
Molly Boyle
Project Coordinator and Universal
Design Specialist
Molly.Boyle@umb.edu
Cell: 617.688.7408
www.eeonline.org