2. • Just as buildings are
planned before being
built, students need to be
given tools to learn early
in life.

3. Addressing Diversity
• Universal Design for Learning (UDL) was created to meet the needs of all
students and give all students the opportunity to be successful. Diversity is
commonly found in schools today. “Universal Design for Learning helps
meet the challenge of diversity by suggesting flexible instructional
materials, techniques, and strategies that empower educators to meet
these varied needs” (CAST, 2009).

4. 3 Principles of UDL
• Provide Multiple Means of
Representation
• Provide Multiple Means of Action
and Expression
• Provide Multiple Means of
Engagement

5. Representation
• When delivering concepts to children,
we are accessing the students’
recognition networks. We process
patterns and get information from
our senses through this part of the
brain (Laureate Education, Inc., 2009).
Each child has different experiences
to connect with when being
introduced to a new topic. Every
individual also learns best through
different senses. Each child is unique
in the way he/she takes in and
comprehends information.

6. Instructional Methods
Visual
Auditory
Kinesthetic
Verbal
Address all types of learning by delivering the information in a variety of ways each day.

7. Action and Expression
• Allowing students to
choose how to express
what they know will access
their strategic networks
(Laureate Education, Inc.,
2009). The primary feature
of this network is making
plans. Just as the students
take in information in
different ways, they put out
information in different
ways.

8. Instructional Methods
Allow the students to use VoiceThreads, wikis, imovie, blogs, and other
tools to create products and SHOW what they know.

9. Engagement
The affective networks in the brain are accessed based on the
students engagement levels. Finding students interests is
important if you want the high level of engagement necessary
for learning and retention to occur. There are widely different
ways to recognize and react to emotions and there are no
“regular” students (Laureate Education, Inc., 2009).

10. Instructional Methods
Give students
goals to work
towards.
Challenge
students.
Be supportive of
the choices
students make and
the interests they
have.
Interest
Take an
interest
inventory.
Find out
students’ likes,
dislikes,
strengths, and
weaknesses.
Self-reflection
What do you
know? Where
are you going?

11. Role of Technology
UDL uses technology to create an educational environment that allows all students,
including those with learning disabilities, to succeed in the regular education classroom.
Technology can be used to reach all 3 networks: recognition, strategic, and affective.
Technology can provide multiple means of representation for our students which
accesses their Recognition Networks. We can use video representation, audio
representation, pictures, music, and more with our students. Kinesthetic learners can
take an active role in the representation through using laptops, SmartBoard pens, and
iPod Touchs.
Technology also helps us reach students' strategic networks. Our students can use
technology in various ways to interact with the material and to demonstrate mastery of
skills and concepts. For instance, students might complete a digital storytelling project,
record a skit on a video camera, or type a paper on a word processor.
Technology can also be used as a means to engage and motivate students which
activates the Affective Learning Network. Technology can provide an authentic
audience as well as variety to lessons.

12. Impact of UDL on Student Learning
Engagement will increase. The need for classroom
management and discipline
issues will decrease because
the students will be more
engaged.
All students will have
the chance to be
successful and
achievement will rise.
Students will be more
confident because of their
success.
Students will become self-
directed learners.

13. Resources
UDL Lesson Builder
http://lessonbuilder.cast.org/
“The CAST Universal Design for Learning (UDL) Lesson
Builder provides educators with models and tools to
create and adapt lessons that increase access and
participation in the general education curriculum for all
students” (CAST, 2005-2010). In order to incorporate
UDL, we need to start with our lesson planning. The
lesson builder will be a great starting point to
incorporating UDL methods into the classroom.

14. Resources
CAST Strategy Tutor
http://cst.cast.org/cst/auth-login
I find a major challenge with students is teaching them how to
research a topic on the Internet. Strategy Tutor helps students read,
research, and collect information on the Web. Strategy tutor provides
help with vocabulary and allows the students to store their notes
online. Professional development resources and a database of
teacher-created lessons are available for teachers to access through
Strategy Tutor as well.

15. Resources
UDL Class Profile Maker
http://www.cast.org/teachingeverystudent/t
ools/classprofile.cfm
UDL focuses on each individual learner in the
classroom. CAST provides a profile making tool that
allows the teacher to gather information about each
student and analyze that information to see the
strengths and weaknesses of the class. This tool can
be extremely helpful when beginning to implement
UDL into the classroom. At the very least, the tool
will help the teacher to gain a better understanding
of the students.

16. References
Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved
from http://www.udlcenter.org/aboutudl/udlguidelines
Laureate Education, Inc. (Executive Producer). (2009). Brain research and universal
design for learning. Reaching and engaging all learners through technology.
Baltimore: Author.