1. Universal Design for
Learning
Sonja G. Pugh
EDUC 7108 / Module 3
Walden University
Spring 2012

2. Universal Design for
Learning Presentation
for
Decatur County
Teachers

3. Role of
Technology
Brain
Research
Inspiration
UDL
Three CAST
Neural online
Network tools
s

4. What inspired
UDL?
UDL was inspired by the need
to address the various needs
of students with disabilities that
limit their ability to learn, such
as being visually or hearing
impaired, learning
disabilities, and physically
impaired.

5. Three Neural Networks
Recognition Strategy Affective
The ability to The ability to The ability to
understand and plan, make emotional
interpret implement, & connections to
information measure skills the learning
through the process
senses (see,
hear, taste,
touch, & smell)
What of Learning Why of Learning How of Learning
CAST (2011). Universal Design for Learning Guidelines version
2.0. Wakefield, MA: Author.

6. UDL and Technology
Technology has a
major role to play in
the UDL process.
There are many
products that have
been developed to
assist learners with
disabilities.

7. Technology used in
UDL
Computers
E-Books
Multimedia
Assistive Tools

8. How Does UDL Impact
Student Learning?
 Promotes a positive learning
experience for all students
regardless of disabilities by
reducing barriers
 UDL coupled with technology can
accommodate the needs of students
and also provide an environment
that’s engaging and challenging

9. Brain Research
and Learning
Differences
In summary, brain research indicates
that learning is done through various
methods such as the primary
senses, emotional
connections, language and
behavior, and a release of one’s brain
chemicals at specific stages in life.

10. How Does UDL support
cultural, ethnic, linguistic, an
d academic diversity

11. Principle 1: Multiple Means of
Representation
Learners differ in the ways that they perceive and
comprehend information that is presented to them. For
example, those with sensory disabilities (e.g., blindness or
deafness); learning disabilities (e.g., dyslexia); language
or cultural differences, and so forth may all require
different ways of approaching content. Others may simply
grasp information quicker or more efficiently through
visual or auditory means rather than printed text. Also
learning, and transfer of learning, occurs when multiple
representations are used, because it allows students to
make connections within, as well as between, concepts
http://www.udlcenter.org/aboutudl/udlguidelines/principle1

12. Principle 2: Provide Multiple
Means of Action and
Expression
Vary methods of response and navigation
Optimize access to tools and assistive technologies
Use multiple media for communication
Use multiple tools for construction and composition

13. Principle 3: Provide Multiple
Means of Engagement
Optimize individual choice
Optimize relevance, value, & authenticity
Minimize threats and distractions
Restate goals. Use rubrics

14. CAST Tools
• UDL Lesson Builder- Helps educators to
design lessons/units of study to meet the
diverse learning challenges, skills, &
background of students in today’s classes.
•UDL Book Builder- Enables educators t
develop their own digital books to support
reading instruction literacy learning.
•UDL Guidelines- A set of principles for
designing curriculum that provides all
individuals with equal opportunities to learn.
(CAST, 2011)

15. References
CAST (2011). Universal Design for Learning Guidelines version 2.0.
Wakefield, MA: Author.
Microsoft Graphics.com