1. Cristen Serdy
Universal Design for Learning
November 27, 2011

2. Universal Design for Learning began when educators wanted to help learners with disabilities
find success within the general education curriculum. When work began toward this goal, the
developers found themselves taking current curriculum and fitting adaptations around it using
software and adaptive devices. Eventually they found themselves with this model:
Image 1:
Eventually the development sought to eliminate barriers without sacrificing challenge. By
adopting design principals of architects, development began at the curriculum level and lesson
creation. The design is more fluid and universally engaging if constructed from the onset with
universal access principals like the example here. Can you think of other physical examples?
Image 2:

3.
There are three principles or brain networks that inform UDL.
Principle 1: Recognition Network – “How we gather facts and categorize
what we see, hear, and read. Identifying letters, words, or an author's
style are recognition tasks” (CAST, 2011). When you are teaching to
activate this network, you are using multiple means of representation
for your content. An example would be if you are teaching about
camouflage you will use text, pictures, video, and maybe even real life
examples while teaching the concept. What are your ideas?
Image 3:
Principle 2: Strategic Network – “Planning and performing tasks. How we organize and express
our ideas. Writing an essay or solving a math problem are strategic tasks” (CAST, 2011). When
using the strategic network to engage your students, you are allowing students to use multiple
means of expression in their learning. When activating this
network, teachers allow their students to choose how they
want to prove their learning. Some students may prefer to use
presentation style software, other students may want to use
video, and still others may want to write a news article. The
main idea here is to give students the choice instead of asking
all students to conform to one model. Do you have students
like this?
Image 4:
Principle 3: Affective Network – “How learners get engaged and stay motivated. How they are
challenged, excited, or interested. These are affective dimensions” (CAST, 2011).
Activating this network engages the emotional response to learning and how
patterns are evaluated. To support learning in the affective network a teacher
could give students a choice of rewards, a choice in the context and tools
students use, and offer a range of challenge. How have you tried to engage
students like this? Image 5:

4.
When implementing curriculum utilizing UDL principles, technology offers easier and more
effective implementation tools. According to CAST “individualization of curricula [is] possible in
practical, cost‐effective ways, and many of these technologies have built in supports, scaffolds,
and challenges to help learners” (2011). Using technology solutions to implement UDL is
encouraged because of the flexibility it offers when working within the three networks. This is
not to say that low‐tech solutions should not be utilized and pursued, all tools, tech and non‐
tech have equal value and application.
Karen Janowski, an Assistive & Educational Technology Consultant, has provided numerous
technology examples for use in UDL implementation on her blog:
http://teachingeverystudent.blogspot.com/2007/06/free‐technology‐toolkit‐for‐udl‐in‐all.html
(2007). There are many text‐to‐speech programs that are very important for struggling readers
and writers. Math and writing websites offer level appropriate and engaging material to help
scaffold skills. Further, there are tools and presentation materials that will appeal to the
affective networks. However, many technology tools are so attractive because of their ability
to appeal to the primary UDL principles or networks.
Do you have ideas on this?
Image 6

5. The potential impact of UDL on Sovereign Avenue School is large. Because of our diverse
population and high population of special education students, UDL offers many opportunities to
diversify and differentiate teaching that will reach and engage the most students. The three
principles assist in offering solutions for appealing to the dominant networks of our students.
Also, because UDL has been in use for over ten years now, there are many resources from
which to draw that will assist in your implementation. UDL principles offer multiple means of
action and expression, multiple means of action and expression, and multiple means of
engagement, filling gaps in the curriculum that leave out our most vulnerable students. Have
you heard of UDL before? Have you used it? How do you think it may help your class?
Image 7

6. The current brain research tells us important information about the three networks. According
to CAST “Processing is distributed laterally across many brain regions operating in parallel,” so
that simultaneous processing of information may occur(2011). Further, CAST states
“Processing is distributed hierarchically, enabling simultaneous processing of sensory
information entering low in the hierarchy” (2011). What this tells us is that brains process
many pieces information at the same time, from a lateral perspective and also in a hierarchal
order. If we revisit the three principle networks, the areas the networks utilize are different
but there is overlap.
Image 8

7. One of the biggest implications for learning is the realization that there are no regular students.
CAST states “The notion of broad categories of learners –smart, not smart, disabled, not
disabled, regular, not regular‐ is a gross oversimplification that does not reflect reality” (2011).
In thinking about areas of diversity in our students, we can identify areas for individuality. By
utilizing strategies that emphasizes the use of the affective and recognition networks, we can
more effectively meet the needs of our culturally, linguistically and ethnically diverse students.
Therefore by removing the simplistic labels and looking more deeply at each network, teachers
may notice threads of similarity across networks, be they weaknesses or strengths.
Image 9

8. The role of technology can be very useful when utilizing UDL strategies. Digital tools allow
educators to present in whole groups, small groups, and individually. Technology also easily
makes the use of multiple models possible be they on the web, in a video, in text, or audio
formats which appeals to the recognition network that detects and makes sense of patterns.
Digital options are also ideal for scaffolding and supported instruction because the student can
see a demonstration, practice, and receive feedback which supports the strategic network
where students set goals, a very individualized process. What would these “multiple means”
bring to your classroom?
Image 10

9. CAST has many tools available to help you implement UDL as soon as your next lesson plan.
Please see http://www.cast.org/learningtools/index.html . Some of my favorite include:
1. CAST UDL Lesson Builder at http://www.cast.org/learningtools/lesson_builder/index.html
“Provides educators with models and tools to create and adapt lessons that increase access
and participation in the general education curriculum for all students.”
For the teacher who is new to UDL, this tool will help walk them through the process of
designing lessons that provide students with multiple representations, offer multiple means of
expression, and multiple means of engagement. This will help teachers and ultimately students
at our school by supporting teachers in their effort to transform their instructional practices.
2. CAST Strategy Tour at http://www.cast.org/learningtools/strategy_tutor/index.html For teachers
and students
“A free online tool to support students and teachers doing reading and research on the
Internet, ages 10 and up. Strategy Tutor helps students read, research, collect and
understand information better and more efficiently. For teachers, Strategy Tutor provides a
way to easily create web-based lessons embedded with research-based, highly effective
learning strategy and vocabulary supports.”
If you have been unsure of how to teach your students about conducting research on the internet
then the Strategy Tour would be perfect. The addon installs right on to the Fire Fox internet browser
for students and teachers to access as help is needed. Teaching this skill has been problematic
because teachers themselves do not have the skill themselves.
3. Teaching Every Student (TES) Website http://www.cast.org/pd/tes/index.html
“TES offers model lessons, interactive activities, tutorials, curriculum resources, and other
tools. It also includes a full-text digital edition of the book, Teaching Every Student in the
Digital Age: Universal Design for Learning , by David H. Rose and Anne Meyer (ASCD,
2002).”
This website will help guide teachers new to UDL practices by introducing them to tutorials,
resources, and model lessons. At Sovereign Avenue School, this tool will be a practical guide to
helping teachers to incorporate UDL strategies into their daily lessons.
Image 11

10. References:
CAST (2011) Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Janowski, Karen. (2007). EdTech Solutions - Teaching Every Student: Free Technology Toolkit
for UDL in All Classrooms - Spread the Word! Retrieved November 27, 2011, from
http://teachingeverystudent.blogspot.com/2007/06/free-technology-toolkit-for-udl-in-
all.html
Hall, T., Strangman, N., & Meyer, A. (2011). Differentiated Instruction with UDL | National
Center on Accessible Instructional Materials. Retrieved November 28, 2011, from
http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl
Images:
http://www.nationalramp.com/simple.html Image 1
http://bangalore.metblogs.com/2007/10/15/excellent‐design/ Image 2
http://freewareme.com/1002‐free‐wonderful‐psd‐feathers.html Image 3
http://spanish‐translation‐blog.spanishtranslation.us/planning‐your‐way‐to‐success‐2011‐10‐
25.html Image 4
http://www.ehow.com/info_8527525_objectives‐affective‐domain.html Image 5
http://hub.sierratradingpost.com/blogs/beren/outdoor‐gear‐high‐tec‐vs‐low‐tech‐1944/ Image
6
http://dfw.cbslocal.com/2011/03/23/hispanics‐now‐majority‐in‐texas‐public‐schools/ Image 7
http://0.tqn.com/d/psychology/1/0/d/5/brain‐diagram.jpg image 8
http://www.todayandtomorrow.net/2008/05/26/same‐same‐but‐different/ Image 9
http://youdlebridges.wordpress.com/our‐mission‐udl/ Image 10
http://www.flickr.com/photos/judybaxter/45968272/sizes/m/ Image 11
http://udl4all.pbworks.com/w/page/7372174/CONTENTS Cover