1. Universal Design For
Learning
(UDL)
Ian Campbell
Walden University
Thomas Wolsey
EDUC 6714
March 20, 2012

2. UDL?
 UDL is a framework for educational
practice based on scientific findings
 UDL provides flexibility in presenting
information, engaging students, and
demonstrating knowledge and reduces
barriers to instruction
(EnAct, 2012)

3. Inspiration for UDL
 UDL is an extension of an architectural
movement called Universal Design (UD)
– Goal of UD is to build structures that
accommodate all users
(Colorado State University, 2012)

4. Universal Design Examples

5. UD UDL
 Just as buildings are constructed to meet
the needs of all users, instruction must be
planned to meet the needs of all learners.

6. Learning Differences
 Brain research shows 3 distinct networks
related to learning
Recognition Strategic Affective
(Laureate Education, Inc., 2010)

7. Recognition Network
 The “what” of learning
 Processes patterns
– recognizes sensory information and matches it
to knowledge

8. Strategic Network
 The “how” of learning
 Processes actions and plans what to do
and when to do it

9. Affective Network
 The “why” of learning
 Attaches emotional significance to objects
and actions

10. Effects on Learning?
 Brain research proves each individual is
unique
– 3 brain networks will work differently in each
student
 Therefore, the needs, preferences, and
learning styles of each individual must be
noted

11. UDL and Diversity
 Culture, Ethnicity, Language
– these factors can effect student background
knowledge, outlook, and motivation
 Following UDL principles will help to meet
the needs of all learners by addressing
differences on an individual level

12. Principles of UDL
 Principle 1:
Provide multiple means of presenting or
representing information
– Make curriculum adjustable so it can adapt to
the needs of diverse learners

13. Examples
 Provide multiple examples of information
– text, images, sound, video
 Highlight critical features
– animations, color highlighting, graphics
(Rose & Meyer, 2002)

14. Principles of UDL
 Principle 2:
Provide flexible methods for students to
express understanding

15. Examples
 Provide flexible models of performance
– 1 on 1 work, small groups, whole class
 Opportunities to practice with support
– text-to-speech, spell checkers
 Use multiple media and formats
 Flexible opportunities to demonstrate skills
– publish work on internet, HyperStudio, PowerPoint
(Rose & Meyer, 2002)

16. Principles of UDL
 Principle 3:
Provide flexible ways for students to
engage in the learning process
– Connect students to the “why” of learning

17. Examples
 Offer choices of content and tools
– online tours, Webquests, virtual simulations
CLICK HERE
 Adjust levels of challenge
– learning games
 Offer a choice of rewards and learning
context
(Rose & Meyer, 2002)

18. UDL and Technology
 Technology makes flexibility possible
– hardware and software have built in supports,
scaffolding, challenges, and rewards
– makes modification easier
 text-to-speech, speech-to-image, image-to-text
(ED.gov, 2012)

20. Technology and Brain Research
 Recognition Network
– technology allows for a myriad of new ways to present and
represent information
 Smartboard, projector, iPad
 Strategic Network
– technology allows for more choices in how to solve
problems/complete work
 PowerPoint, artistic representations, text documents
 Affective Network
– technology can help to better engage students with content
 Webquests, online simulations

21. Center for Applied Special
Technology (CAST)
 CAST offers many online tools and
resources to aid in instructing diverse
learners

22. CAST Resources
 http://bookbuilder.cast.org/
– This resource allows teachers to read and
create digital books
– These digital books can be used to implement
UDL as each book can include text-to-speech,
highlighted text, and activities to complete
while reading which can all be tailored to an
individuals needs
– Digital books allow for optimal use of
technology while implementing UDL

23. CAST Resources
 http://udlselfcheck.cast.org/
– The UDL Curriculum Self-Check is a teacher
resource that allows educators to easily
review their instruction and identify areas in
which options and flexibility can be included

24. CAST Resources
 http://lessonbuilder.cast.org/
– This free online resource allows teachers to
easily plan lessons that are customized to
needs of a diverse student population

25. District Information
 District mission statement
– “To prepare students to be post-secondary ready; To
provide a quality education where all students
develop the abilities, attitudes, and values necessary
for responsible, productive citizenship.”
 Students with disabilities consistently reach
lower levels of achievement on standardized
tests
– 2009-10 45% of general education students scored
85 or higher on state US History exam compared to
20% of students with disabilities

26. Impact of UDL
 Reduce discrepancies between student
groups
 Improve learning of all students
– Increased motivation, participation
 Increase student readiness to be
responsible, productive citizens

27. References
 Colorado State University. Universal design for
learning. Retrieved March 16, 2012 from
http://accessproject.colostate.edu/udl/documents/ud
 CAST. Learning tools. Retrieved March 23, 2012
from
http://www.cast.org/learningtools/index.html

28. References
 EnAct. UDL overview. Retrieved March 16,
2012 from
http://enact.sonoma.edu/content.php?pid=21
 ED.gov. Ideas that work. Retrieved March
23, 2012 from http://
www.osepideasthatwork.org/udl/intro.asp

29. References
 Laureate Education, Inc. (Executive Producer). (2010).
Program Number Thirteen: Brain research and udl
[Webcast]. In Reaching and Engaging All Learners
Through Technology. Retrieved from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=
 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/