This multimedia presentation examines the concept of Universal Design for Learning and its connection to brain research.

1. Universal Design for Learning
Andrew Haynes
Walden University
Tom Wolsey
Reaching and Engaging All Learners
through Technology – EDUC 6714

2. Universal Design for Learning
• Universal Design for Learning (UDL) is an
instructional approach that opens learning
opportunities for all students (Laureate
Education Inc., 2010b).

3. Origins of UDL
• The origins of UDL can be
found in the Universal
Design movement in the
field of architecture
(Laureate Education Inc.,
2010b).
• The aim was to design
buildings with multiple
options to access the
buildings so that
EVERYBODY could get into
the building (Laureate
Education Inc., 2010b).

4. This included elevators, ramps, and
hydraulic lifts for wheelchairs.

5. Origins of UDL
• This concept was adapted into
education and the focus was on
ensuring that ALL students could
get into the curriculum and could
get to the learning, by removing
barriers to student learning
(Laureate Education Inc., 2010b).
• To get an overview of the UDL
process watch this short video
(UDL Center YouTube
Channel, 2012a).

6. UDL and Brain Research
• UDL is based on research findings on how the
brain processes information (Laureate
Education Inc., 2010a).

7. UDL and Brain Research
• Research has discovered that they are 3
different networks for learning in the brain
(Laureate Education Inc., 2010a).
• The Recognition Network
• The Strategic Network
• The Affective Network

8. The Recognition Network
• The Recognition Network processes sensory
information received from the sense organs
and helps us to recognize patterns associated
with the senses (Rose & Meyer, 2002).

9. The Recognition Network
• For example, it processes
the information you see
(four legs, a back, and a
seat) and helps you to
recognize this object is a
chair.

10. The Strategic Network
• The Strategic Network processes actions and
plans (Laureate Education Inc., 2010a). It
allows us to plan, organize, and monitor
patterns of action (Rose & Meyer, 2002).

11. The Strategic Network
• For example, in order to
throw the ball accurately, it
must be held correctly, the
body must be in the correct
position, and the eyes must
be on the target.

12. The Affective Network
• The Affective Network processes emotions
and evaluates patterns (Laureate Education
Inc., 2010a). It is concerned with what makes
us fearful, or excited; what motivates and
engages us.

13. The Affective Network
• For example, some people prefer to interact
with text and reading while others are more
interested in sports.

14. Brain Research
• All brains share the 3 networks and possess the
same general characteristics, but individual
brains differ substantially (Rose & Meyer, 2002).
• All students have different ways of recognizing
information, organizing information, and ways
of being engaged (Laureate Education Inc.,
2010a).
• These differences impact on how students
learn.

15. UDL and Diversity
• UDL supports student diversity
and is a vehicle that can be
used to address the needs of
ALL students.
• For example, UDL can be used
to assist an ELL by giving that
student access to translation
software like Google Translate.
• Similarly, UDL supports
academic diversity, by
providing students access to
content that is suitable for their
ability level.
•

16. The 3 Principles of UDL
• The three UDL principles
correspond to the three
networks in the learning brain
(CAST, Inc., 2002–2011).
• Watch a short video in which
Dr. David Rose describes the
three UDL principles and what
they mean for classroom
practice (UDL Center YouTube
Channel, 2012c).

17. The 3 Principles of UDL
National Center on Universal Design for Learning (2011b)

18. The 3 Principles of UDL
National Center on Universal Design for Learning (2011b)

19. The 3 Principles of UDL
National Center on Universal Design for Learning (2011b)

20. UDL Instructional Strategies
• Students have many ways of
learning and use can be made
of brain research to add
flexibility to teaching methods
and curricula (Rose & Meyer,
2002).
• Certain instructional
techniques are very effective
for a particular type of
learning. Following are some
examples of instructional
strategies that are suited for
each of the brain networks.

21. UDL Instructional Strategies
• Recognition learning instructional techniques include
providing multiple examples and highlighting critical
features (Rose & Meyer, 2002).
• Instructional techniques to support strategic learning
include providing ongoing, relevant feedback and
providing flexible opportunities for demonstrating skill
(Rose & Meyer, 2002).
• Instructional techniques to support affective learning
include providing adjustable levels of challenge and
offering choices of rewards (Rose & Meyer, 2002).

22. UDL Instructional Strategies
• This video provides some examples of
teaching strategies that exemplify UDL
principles and guidelines (UDL Center YouTube
Channel, 2012b).

23. Technology in UDL
• Technology plays a central role in UDL.
• It is not synonymous with UDL, but it plays a
critical role in its implementation and
conceptualization (National Center on
Universal Design for Learning, 2011a).

24. Technology in UDL
• Digital media allows the flexibility that is a
critical aspect of UDL (Laureate Education Inc.,
2010b).
• It offers flexibility to display content
differently and enhances the ability to
individualize and customize the learning
experience.

25. Technology in UDL
It
• It allows flexibility in marking content.
can make content different for
each student,
then display it appropriate
just to the needs of the individual (Laureate
Education Inc., 2010b).

26. Technology in UDL
• Technology also provides flexible ways for
students to demonstrate what they know and
can do including the use of Web 2.0 tools like
blogs, wikis, WebQuests, and Digital Stories.

27. Technology in UDL
• Technology can also be
used to address brain
research. For example if
students have difficulty
decoding words
(recognition), technology
supports like text-to-
speech software, voice
recognition, and on-screen
text and image
enlargement can be used
to help these students
access content (Rose &
Meyer, 2002).

28. Technology in UDL
• Using technology to
conduct online
research can provide
the support
necessary to help
students practice and
develop strategic
skills such as seeking,
locating, and saving
information (Rose &
Meyer, 2002).

29. Technology in UDL
• Technology offers students
multiple options with
respect to engagement.
Students can be presented
with digital options to
demonstrate what they
know. Based on their
interest, they can use word
processing software to
create a brochure; they can
work collaboratively to
create a wiki; or they can
prepare a multi media
presentation using
PowerPoint software.

30. UDL in My School
• Student’s reading skills at my school are
generally below what is acceptable.
• This affects student performance in other
areas of the curriculum.
• UDL can be used to help students overcome
some of these deficiencies.

31. UDL in my School
• Decoding words is an easily
identifiable area of weakness.
• Students will be provided with
multiple representations
instead of just the regular text.
• Students will use e-readers
which highlight the words as
they are being read.
• Information in the text will be
recorded and students will
follow the words with their
fingers as they are being read.

32. UDL in my School
• The students will be given
opportunities to self
monitor.
• For example, their reading
will be recorded at different
points in time and they will
listen to the recordings and
self-evaluate.
• Their peers will also listen to
the recordings and provide
feedback.

33. UDL in my School
• Students will be given
the freedom to select
reading materials.
• Reading materials will
be varied so that they
are relevant to the
students and age and
ability appropriate.
• Students will also be
provided with
options with respect
to rewards and
recognition.

34. UDL in my School
• Using UDL in the school will
help us to address the
individual needs of our
students.
• This will positively impact
student learning, but
students will also be more
motivated and engaged,
and hence happier.
• It will create a learning
environment that places
students at the center of
the teaching/learning
process.

35. CAST Online Tools
• The UDL Class Profile Maker is designed to help teachers
understand students' strengths, needs, and interests as
individuals and as a group (CAST, Inc., 2002–2011).
• It is used to develop a learning profile of a class, based on
the strengths, needs and interests of students according
to the three brain networks (CAST, Inc., 2002–2011).
• This tool could be used to create a learning profile for
individual students and then merge each profile to create
a learning profile of the entire class.
• This/These profiles could be used to design instruction to
meet the needs of the individual students but also design
differentiated instruction to meet the needs of all the
students in the class.

36. CAST Online Tools
• The Curriculum Barriers Finder facilitates the
analysis of barriers in the curriculum with respect to
students' strengths, needs, and interests (CAST, Inc.,
2002–2011).
• Once the barriers that prevent a student from
accessing the curriculum have been identified, then
the learning activities that eradicate these barriers
can be designed.
• For example, for the students who writes slowly and
therefore has a hard time taking notes, the lesson
can be recorded and saved so that he can access it
another time.

37. CAST Online Tools
• The UDL Solutions Finder Tool provides assistance
in using the three UDL principles to develop UDL
solutions to barriers in the curriculum
(CAST, Inc., 2002–2011).
• Once a barrier has been identified, this tool can be
used to find a solution for the removal of the
barrier based on UDL principles.
• For example, if a student has difficulty accessing
content because of poor vision, then he or she can
be presented with the content in a digital format
where it can be enlargened.

38. References
• CAST, Inc. (2002–2011). Teaching every student: Tools and activities.
Retrieved from http://www.cast.org/teachingeverystudent/tools/
• Laureate Education, Inc. (Executive Producer). (2010a). Brain Research
and Universal Design for Learning. Baltimore, MD: Author
• Laureate Education, Inc. (Executive Producer). (2010b). Universal Design
for Learning. Baltimore, MD: Author
• National Center on Universal Design for Learning (2011a). UDL and
Technology Retrieved from
http://www.udlcenter.org/aboutudl/udltechnology
• National Center on Universal Design for Learning. (2011b). UDL
guidelines–Version 2.0. Retrieved from
http://www.udlcenter.org/aboutudl/udlguidelines

39. References
• 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/
• UDL Center YouTube Channel. (2012a).UDL at a glance. Retrieved from
http://www.youtube.com/watch?feature=player_profilepage&v=bDvKn
Y0g6e4
• UDL Center YouTube Channel. (2012b). UDL guidelines in practice:
Grade 1 Mathematics. Retrieved from
http://www.youtube.com/watch?v=KuTJJQWnMaQ
• UDL Center YouTube Channel. (2012c). UDL: Principles and practice.
Retrieved from
http://www.youtube.com/watch?feature=player_detailpage&v=pGLTJw
0GSxk