1. Universal Design For Learning
(UDL)
David Yonteff
Walden University
Dr. Thomas Wolsey
EDUC 6714: Reaching and Engaging All
Learners Through Technology
February 3, 2013

2. The Inspiration Behind UDL
 UDL’s inspiration comes from the world
of architecture.
 Buildings needed to be accessible for all
people.
 Architects abandoned traditional designs
to enable access for everyone.

3. Examples of Architectural
Adaptations

4. Principles of UDL
1. Provide Multiple Means of
Representation
2. Provide Multiple Means of Action and
Expression
3. Provide Multiple Means of Engagement
(Laureate, 2009)

5. Principle 1: Multiple means of
Representation
 Every learner perceives information
differently, and through different means.
◦ Need different ways to approach content.
◦ Text, visual/audio cues, etc.
 Learning better occurs when multiple
means of representation are used.
◦ Allows students to make internal and external
connections between concepts.

6. Principle II: Multiple means of Action
and Expression
 Learners have differing ways of exploring
and expressing knowledge.
◦ Need different ways of approaching and
expressing knowledge.
◦ Text, speaking, visual representations, etc.
 No one means of action and expression is
ideal for every learner.
◦ Options for action and expression are
necessary.

7. Principle III: Multiple Means of
Engagement
 Learners differ in ways they are engaged
and motivated to learn.
◦ Some prefer new and varied styles of learning,
others prefer predictability and routine.
◦ Working alone/in groups.
 One method of engagement will not
work for all students.

8. Technology and UDL
 Technology is not an essential component
of UDL.
◦ Many analog options are available (see UDL
Unplugged: The Role of Technology in UDL).
 Technology does offer easy and effective
differentiation in instruction.

9. Examples of Technological
Differentiation
Presentations Wikis
Podcasting
WebQuests Blogs

10. Impact of UDL on Student Learning
 UDL helps students master the art of
learning.
 Master learners are more successful at
learning new information.
 Successful students are more motivated
to learn and are likely to have less
behavioral issues.

11. Brain Research
“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.” (CAST, 2012)

12. Learning Networks
 Three primary networks for learning:
◦ Recognition networks (“What”)
◦ Strategic networks (“How”)
◦ Affective networks (“Why”)

13. Recognition Networks
“Just the Facts”
 Deals with how we gather facts and
categorize information.
 Provide multiple examples, media, formats,
and background context to support
recognition network learning.
(Rose, & Meyer, 2002)

14. Strategic Networks
 Concerned with planning and performing
tasks.
 To stimulate strategic learning:
◦ Provide flexible models
◦ Give opportunities to practice with support
◦ Provide ongoing feedback
◦ Allow opportunities to demonstrate skills
(Rose, & Meyer, 2002)

15. Affective Networks
 Primarily concerned with how learners
are engaged, motivated, and challenged.
 To stimulate affective learning:
◦ Give choices in context and tools
◦ Offer adjustable levels of challenge
◦ Provide many choices of rewards
◦ Allow for several different learning contexts
(Rose, & Meyer, 2002)

16. How can UDL support diverse
learners?
“[UDL] reduces barriers in instruction,
provides appropriate accommodations,
supports, and challenges, and maintains
high achievement expectations for all
students, including students with disabilities
and students who are limited English
proficient.”
-Higher Education
Opportunity Act 2008
(National Center on UDL, 2012)

17. Technology and UDL
 Technology applied using UDL ideals
provide easier and effective customization
of the curriculum.
 Technology is not a perfect means to
enhance learning, many non-technological
forms of learning are still important
aspects of UDL.
 While not the sole way to implement
UDL, technological literacy is an
important part of modern life.

18. Tools for UDL design
 UDL Guidelines:
http://www.udlcenter.org/aboutudl/udlguid
elines
◦ Assists with planning lessons along UDL
standards.

19. Tools for UDL design (cont.)
 Questions to Guide Curriculum and
Lesson Planning (from the NYC Dept. of
Education):
◦ http://schools.nyc.gov/NR/rdonlyres/7276C57A-AD49-4C87-B080-
4B02557D3410/0/OptionOneQuestionstoguideourthinkingwhencreatin
guniversallydesignedcurriculum.pdf,
◦ http://schools.nyc.gov/NR/rdonlyres/6CD02017-C705-4FDA-B2E1-
C1610D039538/0/OptionTwoUDLLessonConsiderationsforPlanningaLe
ssonUnitorAssessment.pdf
 Guiding questions for both curricular and
lesson planning, based around UDL
principles.

20. Tools for UDL (cont.)
 CAST UDL Lesson Builder:
http://lessonbuilder.cast.org/
 Provides models and tools to create
lessons that enable access and
participation for all students.

21. Summary
 UDL is designed to allow easier access to
the curriculum for ALL students.
 While not necessarily technology based,
technology can make this goal easier.
 By planning lessons around the three
principles of UDL, based on modern brain
research, educators will be able to reach
and engage all students more effectively
and with greater success.

22. Resources
 Center for Applied Special Technology (2012). Retrieved from http://www.cast.org
 Laureate Education, Inc. (Executive Producer). (2009). Brain research and UDL [Video
webcast]. In Reaching an engaging all learners through technology. Retrieved from
http://class.waldenu.edu/ec/crs/default.learn?CourseID=6489433&CPURL=laureate.ecolleg
e.com&Survey=1&47=2594568&ClientNodeID=984650&coursenav=0&bhcp=1
 National Center on Universal Design for Learning (2012). Retrieved from
http://www.udlcenter.org
 New York City Department of Education (2013). Universal Design for Learning. Retrieved
from
http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/UDL/default.
htm
 Rose, D., Gravel, J., & Domings,Y. (2010). UDL Unplugged: The Role of technology in UDL.
Retrieved from http://www.udlcenter.org/sites/udlcenter.org/files/notech_final2.pdf
 Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for
learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/