A May 2015 post-Pac Rim Institute, Inclusive Education Institute, based on CRPD Article #24, presentation focused on Universal Design for Learning (UDL), Honolulu, HI.

1. Steven E. Brown, Professor (retired); Affiliate Faculty
sebrown@hawaii.edu
Center on Disability Studies, University of Hawaii
AUCD Diversity and Inclusion Fellow
Pacific Rim Conference Week Post-Conference
Inclusive Education Institute
May 20, 2015
Universal Design for Learning

2. Universal Design for Learning (UDL)
Learning Objectives
1. Learn the nuts and bolts of the Universal Design for
Learning (UDL);
1. How to apply UDL principles and guidelines to
curriculum and instruction; and
1. How UDL can be translated into practice through
flexible methods, materials and assessments.

3. Universal Design is the design of
products and environments to be usable by
everyone, to the greatest extent possible,
without the need for adaptation or
specialized design.
Setting the Stage: Universal Design
Ron Mace, who developed the
concept and term Universal Design.
http://www.ist.hawaii.edu/modules/udl/

4. UDL
Moving from Universal Design
to
Universal Design for Learning
“[Universal Design for Learning] UDL provides a blueprint for
creating flexible goals, methods, materials, and assessments that
accommodate learner differences.” (National Center on Universal
Design for Learning, http://www.udlcenter.org/aboutudl/whatisud)l

5. • Designs and implements curricula that enables
all individuals to gain knowledge.
UDL
Framework
• UDL supports learning and reduces barriers to
the curriculum.
UDL
Supports
• Proactively meets the needs of diverse
learners.
UDL Best
Practices
Why
Universal Design for Learning?

6. Hearing loss
Mobility loss
Mobility
Learning
Disability (LD)
Traumatic Brain
Injury (TBI)
Autism
ADD/ADHD
Psychiatric
Disability
Chronic Illness
Vision loss
Sensory
Hidden
Disabilities
Diverse Learners
Blind man walking with
the aid of a white cane
A sign that indicates a
hearing loss
Disability Logo

7. To provide multiple ways for students to
express what they know and what they
have learned.
Expression
To provide multiple ways of representing
materials for diverse learning needs.
Representation
To provide multiple ways to engage
students’ interests, maintaining motivation,
and challenging environments.
Engagement
Three Principles of UDL

8. Faculty Benefit by:
• Ability to reach a diverse population
without needing to modify course
requirements/expectations.
• Tools to consider how and what to teach
in a systematic and structured manner.
• Opportunity to examine teaching
effectiveness in light of reappointment,
tenure and promotion process.
A professor teaching a student using a
wheelchair
Benefits to Students and Faculty
• .
Students Benefit By:
• Greater access to course content.
• Greater opportunities for achievement.
• Greater satisfaction with the learning
process.
A group of students holding each other

9. Lecture
A man standing in front of a classroom.
Video
A woman running towards
a monitor.
Audio
A black IPod.
Digital Materials
A Kindle, a digital book.
Group
A group of women having a discussion.
Examples of Multiple Means of
Representation
Information and content is presented in a variety of ways

10. Written Presentation: For those
who want a more traditional
learning experience.
Link to a Recording: A student
can record themselves using
video or audio only along with a
presentation.
Oral Presentation: Can be
done face-to-face or at a
distance in a synchronous
format. Ex. Using Elluminate,
Wimba, or other educational
software.
PowerPoint Project: Presentations
can be done face-to-face or at a
distance either synchronously or
asynchronously.
VoiceThread:
Collaboration with
video recordings
http://voicethread.com/
YouTube Video: A
student can create a
video, upload it to
YouTube, caption it, then
provide the link or post
it.
YouTube Video
VoiceThread
Book Builder
PPT Project
Oral Presentation
Link to a Recording
Written PresentationA head with arrows depicting many choices
for assignment delivery.
Examples of Multiple Means of Expressions
Information from students may be shared in a variety of ways
Book Builder: Create,
share, publish, and read
digital books
http://bookbuilder.cast.org/
ToonDoo
ToonDoo: Create
Comic Strips
http://www.toondo
o.com/

11. A woman typing on a laptop.
Lab Demonstrations
A professor demonstrating an experiment.
Examples of Multiple Means of Engagement
Many methods for students to learn
Individual Module
Exercises
A circle of people working on their computers and they are
connected to the globe by different colors lines.
Virtual Fieldtrips

12. APPLICATION
http://udlseries.udlcenter.org/presentations/udl_implementation.html?plist=implement

13. Need for UDL to be part of Organizational Culture
1. Implementing UDL systemically cannot be driven by only 1
individual
1. Leadership must be committed, but cannot only be
leadership, must be organizational strategy, that doesn’t
change when leaders transition
3. Takes time to build shared ownership and sustainability
From UDL Implementation: A Process of Change:
http://udlseries.udlcenter.org/presentations/udl_implementation.html?plist=implement

14. Who Are the UDL Guidelines For?
1. Instructional Designers creating curriculum, lesson, activity, any aspect of curriculum
1. Teachers implementing curriculum
3. Assessing current practices
4. Learning Communities
5. Students
“learning instrument: a guide for self-reflection and the revision of teaching practices.”
http://udltheorypractice.cast.org/reading?13
From Meyer, Rose and Gordon, Universal Design for Learning: Theory and Practice

15. Practice
PREPARE LESSON PLAN OF YOUR CHOICE USING UDL
REQUIREMENT: USE ALL 3 PRINCIPLES

16. SHARING
1. WHAT DID YOU DO?
1. HOW DID YOU USE THE 3 PRINCIPLES?
1. WAS IT FUN FOR YOU TO DO?
4. SHARE AT LEAST 3 WAYS STUDENTS WILL HAVE FUN WITH THIS LESSON?

17. • CAST: www.cast.org
• National Center for Universal Design for Learning: Universal Design for Learning Series.
http://udlseries.udlcenter.org/
• Students with Disabilities as Diverse Learners: http://www.ist.hawaii.edu, many UDL
resources
• Universal Design for Learning Implementation and Research Network: http://udl-irn.org/
• Zeff, R. “Four Ways to Incorporate Universal Design for Learning into Your Assignment
Instructions:”
http://gwired.gwu.edu/dss/Newsletters/Fall05UDL/
Universal Design for Learning
Resources

18. References
CAST (2011). Universal Design for Learning Guidelines
version 2.0. Wakefield, MA: Author.
Meyer, A., Rose, D. H. and Gordon, D. (2014). Universal
Design for Learning: Theory and Practice. Wakefield, MA:
CAST Inc. See:
http://www.udlcenter.org/aboutudl/udlguidelines_theory
practice
Nelson, L.L. & Basham, J.D. (2014). A blueprint for UDL:
Considering the design of implementation. Lawrence, KS:
UDL-IRN. Retrieved from http://udl-irn.org.

19. Teaching all Students, Reaching all Learners
Website: http://www.ist.hawaii.edu
Universal Design for Learning
Module:http://www.ist.hawaii.edu/mo
dules/udl/
For More Information
END