1. Universal Design for Learning
Kimberly Kwang
Walden University
Professor Thomas Wolsey
EDUC 6714D-1
Reaching and Engaging All Learners
Through Technology
May 2012
2. Universal Design for Learning
(UDL)
Flexibility in classroom
Most opportunity for learning
Options in all aspects of classroom
Learning alternatives that will help students
(Laureate Education, Inc., 2012)
3. Examples of UDL
UDL can be shown in the physical environment.
Carved curbs
Elevators or ramps in buildings
Closed captioning on television screens
Speakerphones
These items can benefit many people, not just people with
disabilities. Similarly, teachers can provide help in the
classroom that will be beneficial to all learners.
(Laureate Education, Inc., 2012)
4. Principle 1 of UDL:
Provide Multiple Means of
Representation
Make sure there are Provide choices for
language, math, and other
choices to help symbols
perception in students. Make sure all students know
Present information in what symbols and
vocabulary mean
many forms-visual, Define confusing vocabulary
auditory, kinesthetic Provide vocabulary in other
Make sure information languages
can be adjusted (size or Use visuals or other aids to
help explain text
sound)
(National Center on Universal
Design for Learning, 2011)
5. Principle 1 of UDL:
Provide Multiple Means of
Representation
Provide choices for comprehension
Activate appropriate prior knowledge (graphic
organizers, models, visuals)
Make known important patterns and relationships
(outlines, organizers, cues, highlighting)
Assist students with information processing and
visualization (models, scaffolds, chunking, feedback)
Increase transfer of knowledge (checklists, word webs,
music, links to other knowledge)
(National Center on Universal Design for Learning, 2011)
6. Principle 2 of UDL:
Provide Multiple Means of Action and
Expression
Physical Allow communication
choices
Provide options— Media (Manipulatives, web
pencil, mouse, joystick, tools, social media)
keyboards Tools to create products
(story webs, concept
Provide access to mapping, text to speech
assistive technologies software)
Practice makes perfect
(authentic application,
tutors, models, scaffolding)
(National Center on Universal
Design for Learning, 2011)
7. Principle 2 of UDL:
Provide Multiple Means of Action and
Expression
Goal setting
Make and post goals
Plan goals (think alouds)
Monitor goals (reflection, rubrics, assessment)
(National Center on Universal Design for Learning, 2011)
8. Principle 3 of UDL:
Provide Multiple Means of
Engagement
Appeal to learners’ interests
Choice
Real-life situations
Challenging and rewarding
Safe and distraction-free
(National Center on Universal Design for Learning,
2011)
9. Principle 3 of UDL:
Provide Multiple Means of
Engagement
Increase effort Self regulation
Display goals
Motivate
Help with coping skills
Differentiate teaching Reflection
Collaboration
Focused feedback
(National Center on Universal
Design for Learning, 2011)
10. Role of Technology
Helps provide options Examples
for students eReader software/electronic
textbooks
Flexibility in Adjusting font sizes, types,
displaying and making and colors
content Hand held devices
Keyboards
Individualization made Digital media
easier
Makes learning
engaging
(Laureate Education, Inc.,
2012)
11. Impact of UDL on Classrooms
Teachers have flexibility in preparing
materials
All students have equal opportunities to learn
Special needs of students addressed
(National Center on Universal Design for Learning, 2011)
12. Brain Research
Three networks Networks work together to
Recognition (Patterns)
accomplish goals
Strategic (Actions and Plans)
Can be used to analyze
Affective (Emotions)
student strengths,
weaknesses, and
differences
Teachers should
differentiate to appeal to all
learners
(Laureate Education, Inc., 2012) (Rose & Meyer, 2002)
13. Implications
Involving learning networks allow most chance of
success
Able to discover strengths and weaknesses of each
student
No longer one size fits all model for learning
Multiple examples, media, background information,
flexible models and practice, feedback, choices, and
rewards make up UDL
(Rose & Meyer, 2002)
14. UDL Supports Diversity
All students needs Flexibility
addressed (cultural, ethnic, Allowance for errors
linguistic, academic)
Barriers can be Simple and accessible for
overcome/strengths emerge all
Background knowledge Focus on teaching students
enhancement helps rather than teaching subject
students
Leveled tasks
(Kumar, 2010)
(Williams, Evans, & King, 2011)
15. (Brain Research) Technology
in UDL
Technology supports brain research and makes
UDL easier
Recognition Network--digital formats, texts and
images, and animation
Strategic Network--Internet sources, world wide
web models, text to speech software, calculators,
etc.
Affective Network--webquests, interactive
software, movies, Paint, games—all generate
interest.
(Rose & Meyer, 2002)
16. CAST ONLINE TOOL
UDL Goal Setter
Summary of Tool Benefits
Choose the standard Clear goals are
Decide main focus necessary to enhance
Decide components of learning
scaffolding Ensures goals are met
Restate goals Reminder of learning
that should take place
17. CAST ONLINE TOOL
UDL Class Profile Maker
Summary of Tool Benefits
Template Learning increases
Record strengths, Students seen as
weaknesses, interests individuals
in each brain network Better address and use
strengths
(CAST, Inc. 2002–2011)
18. CAST ONLINE TOOL
TES Online Journal
Summary of Tool Benefits
Reflection Feedback and
collaboration
Create journal entries
Improves quality of
about teaching
teaching
Private or shared Lifelong learning and
new ideas
(CAST, Inc. 2002–2011)
19. References
CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from
http://www.cast.org/teachingeverystudent/tools/classprofile.cfm
CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from
http://www.cast.org/teachingeverystudent/tools/tesjournal.cfm
CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from
http://www.cast.org/teachingeverystudent/tools/udlgoalsetter.cfm
Kumar, K. (2010). A journey towards creating an inclusive classroom: How Universal Design for
Learning has transformed my teaching. Transformative Dialogues: Teaching and Learning Journal.
4(2), 1-5.
Laureate Education, Inc. (Producer). (2012). Brain research and UDL [Video webcast]. Retrieved from
https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id
=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_553469_
Laureate Education, Inc. (Producer). (2012). Universal design for learning [Video webcast]. Retrieved
from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=
%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id
%3D_553469_1%26url%3D
National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0.
Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
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/
Williams, J., Evans, C., King, L. (2011). The impact of Universal Design for Learning instruction on
lesson planning. International Journal of Learning. 18(4), 213-222.