Universal Design for Learning (UDL) provides equal opportunities for all students to learn through flexible approaches. It is based on three principles: providing multiple means of representation, action and expression, and engagement. UDL uses technology and is supported by brain research showing how people learn in different ways through recognition, strategic, and affective networks. UDL guides educators to remove barriers and support all students in meeting high standards.

1. UNIVERSAL DESIGN FOR
LEARNING (UDL)
DONE BY: PATRICE SUKIE
WALDEN UNIVERSITY
MARCH 25, 2012

2. WHAT IS UDL?
Universal Design for Learning (UDL), as described by
CAST (2011), is a set of principles for curriculum
development that give all individuals equal
opportunities to learn.
UDL is also described by Rose (Laureate Education
Inc., 2010) as an instructional approach that opens up
learning opportunities for all students.

3. WHY IS UDL NECESSARY?
 Individuals bring a huge variety of skills, needs, and
interests to learning (CAST, 2011).
 Every child is different and learns differently.
 Individuals need an equal chance to learn.
 Instructional methods must be adjusted to meet
individual needs.

4.  UDL was the offspring of the initial universal
design (UD) concept in architecture. The basic
thought of UD was to "anticipate the needs of
individuals with disabilities and accommodate
these needs from the onset"
( Hall, Stangeman, & Meyer, 2009, para 26).
 When applied to education, the term "universal
design" generally concerns eliminating physical
barriers to educational places or materials—for
example, providing accessible textbooks
(CAST, 2011).

5. Some barriers in the classroom:
 Disabilities – sensory, physical or
learning
 English Language barriers
 Lack of engagement or interest
 Emotional and behavioral problems
*Educators must provide accessible means
for learning.

6. EXAMPLES IN THE PHYSICAL
ENVIRONMENT
• Automatic doors
• Support grab bars in bath
tub

7. EXAMPLES CONTD.
• Storage places in places
of reach for short and
tall people
• Accessible ramp for
wheelchairs

8. EXAMPLES CONTD.
• Large print textbooks
• Elevators instead of
stairs

9. THREE PRINCIPLES OF UDL
The Three Principles of UDL are:
(1) MULTIPLE MEANS OF REPRESENTATION
* Provide options for perception
- Options that customize the display of information
- Options that provide alternatives for auditory information
- Options that provide alternatives for visual information
* Provide options for language, mathematical
expressions, and symbols
- clarity vocabulary and symbols
- clarify syntax and structure
- support decoding text, mathematical notation, and symbols
- promote understanding across languages
- illustrate through multiple media

10. PRINCIPLES OF UDL CONTD.
* Provide options for comprehension
- activate or supply background knowledge
- highlight patterns, critical features, big ideas and
relationships
- guide information processing, visualization and
manipulation
- maximize transfer and generalization

11. PRINCIPLES OF UDL CONTD.
(2) MULTIPLE MEANS OF ACTION AND EXPRESSION
*provide options for physical action
- vary the methods for response and navigation
- optimize access to tools and assistive technologies
*provide options for expression and communication
- use multimedia for communication
- use multiple tools for construction and composition
- build fluencies with graduated levels of support for practice
and performance

12. PRINCIPLES OF UDL CONTD.
* Provide options for executive functions
- guide appropriate goal setting
- support planning and strategic development
- facilitate managing information and resources
- enhance capacity for monitoring progress

13. PRINCIPLES OF UDL CONTD.
(3) MULTIPLE MEANS OF ENGAGEMENT
* Provide options for recruiting interests
- optimize individual choice and autonomy
- optimize relevance, value, and authenticity
- minimize threats and distractions
* Provide options for sustaining effort and persistence
- heighten salience of goals and objectives
- vary demands and resources to optimize challenge
- foster collaboration and communication
- increase mastery-oriented feedback

14. PRINCIPLES OF UDL CONTD.
* Provide options for self-regulation
- promote expectations and beliefs that optimize motivation
- facilitate personal coping skills and strategies
- develop self-assessment and reflection

15. ROLE OF TECHNOLOGY IN UDL
 Technology not only
offers flexibility to
display content
differently to many
students, but also in
marking content.
 Technology plays a
major role in the
success of UDL, as it
makes the display of
content different for
each student, and
makes it easier to
design curriculum that
fits the needs of

16. UDL AND TECHNOLOGY
 Assistive Technologies
*Communication aids
*Visual aids
*Adapted learning tools such as a modified mouse
 Supportive Technologies
*Word processors
*Voice Recognition Software
*Electronic Textbooks
*Web pages
*Captioned videos
*Word prediction software

17. IMPACT OF UDL ON STUDENT
LEARNING
UDL is a research-based framework for designing
curricula – that is educational
goals, methods, materials and assessments – that
enable students to:
 gain knowledge, skills and enthusiasm for
learning.
 provide rich supports for learning
 reduce barriers to the curriculum
 maintain high achievement standards
 Be motivated to learn
 Enjoy flexibility in curriculum and teaching
methods that increases access to learning

18. BRAIN RESEARCH
 David Rose explains that the brain distributes
processing to different parts. Neuroscientists
revealed that the brain learns in three different
ways. These are:
 Recognition Networks – the ‘what’ of learning -
Present information and content in different ways
 Strategic Networks – the ‘how’ of learning -
Differentiate the ways that students can express
what they know
 Affective Networks – the ‘why’ of learning -
Stimulate interest and motivation for learning

19. BRAIN RESEARCH
 Recognition Networks
How we gather facts and categorize what we
see, hear, and read. Identifying letters, words, or
an author's style are recognition tasks.
 Strategic Networks
Planning and performing tasks. How we organize
and express our ideas. Writing an essay or
solving a math problem are strategic tasks.
 Affective Networks
How learners get engaged and stay motivated.
How they are challenged, excited, or interested.
These are affective dimensions.

20. IMPLICATIONS FOR
INSTRUCTION AND LEARNING
 RECOGNITION:
Provide multiple examples in every lesson
Highlight critical features students need to know
Present information in multiple media formats
Support and build on background knowledge
 STRATEGIC:
Provide opportunities to practice with or without support
Provide flexible opportunities and formats for assessment
Provide multiple flexible models for each lesson
 AFFECTIVE:
Offer learning and content choices and choices for rewards
Provide adjustable levels of challenge
Provide choices for learning context

21. TECHNOLOGY AND BRAIN
RESEARCH
 ROCOGNITION NETWORK
Recognition network can be supported by the use of technology to
assist with multiple means of representation.
Examples are: PowerPoint, e-books, podcast, videos, websites, etc.
 STRATEGIC NETWORK
Strategic network can be supported by the use of technology to assist
with multiple means of action and expression.
Examples are: Wikis, blogs, voicethread, digital stories, concept
maps, podcast, etc.
 AFFECTIVE NETWORK
Affective network can be supported by the use of technology to assist
with multiple means of engagement.
Examples are: Online collaboration, web quest, wiki, online survey, etc.

22. CAST ONLINE TOOLS AND
RESOURCES
 CAST UDL Lesson Builder - This tool will assist teachers at my
school to develop lessons that meet the diverse learning needs
of our students, as well as academic goals.
Website-http://lessonbuilder.cast.org/
 CAST Ideas and Information - This tool will assist teachers at
my school to gain valuable information on
publications, presentations, case stories and model lessons that
meet the diverse learning needs of our students.
Website-http://www.cast.org/teachingeverystudent/ideas/
 CAST Profile Maker – This tool will assist teachers to learn to
understand students better and be able to analyze current
practices and make adjustments when it is necessary to meet
diverse learning needs of our students.
Website-
http://www.cast.org/teachingeverystudent/tools/classprofile.cfm

23. REFERENCES
 CAST, Inc. (1999-2012). Ideas and information. Retrieved from
http://www.cast.org/teachingeverystudent/ideas/
 CAST, Inc. (1999-2012). Profile maker. Retrieved from
http://www.cast.org/teachingeverystudent/tools/classprofile.cfm
 CAST, Inc. (1999-2012). UDL Lesson builder. Retrieved from
http://lessonbuilder.cast.org/
 CAST (2011). Universal design for learning guidelines version 2.0.
Wakefield, MA: Author.
 Hall, T., Strangman, N., & Meyer, A. (2009, November 2).
Differentiated instruction and implications for UDL
implementation. Wakefield, MA: National Center on Accessing the
General Curriculum. Retrieved from
http://www.cast.org/publications/ncac/ncac_diffinstructudl.html.

24. REFERENCES CONTD.
 Laureate Education, Inc. (Producer). (2010). Program 12: Universal
design for learning [DVD]. Reaching and Engaging All Learners
Through Technology. Baltimore, MD: Author.
 Maryland Learning Links. Teaching all students: Assistive Technology:
Match up tool. Retrieved from http://marylandlearninglinks.org/1021
 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/