2. Learner variability
As Swift Schools suggest, the term "learner variability" refers to the fact the
all people learn differently and demonstrate their mastery in different ways.
3. Environments that recognize talent
Dr. Todd Rose of CAST suggests that teaching to the average student is like
asking every person to run a race in the average sized shoe: an 8.5.
We need environments that support the learners of all ranges in our
classrooms.
We should design instruction to recognize talent that might otherwise gone
unnoticed.
Lastly, he posits that the myth of the average student hurts us. Our greatest
assets are our diversity and innovation in our classrooms.
4. Components of Universal Design of
Learning
(Goals) differentiated means to achieving a goal, offer options and
alternatives-varied pathways
(Methods) varied context of the task, learner's social/emotional resources,
and classroom climate
(Materials) multiple media, embedded, just in time supports, alternative
pathways in choice of content, varied levels, options for recruiting and
sustaining interest and motivation
(Assessment) broaden means to accommodate learner variability to reduce or
remove barriers
Source: UDL Net
5. The governing principles of UDL
UDL Principle Applications of the principle Simplified question
Multiple means of
Representation
How to teach the content to
make it accessible
The WHAT of learning
Multiple Means of Expression How students will show what
they learned
The HOW of learning
Multiple Means of Engagement How to motivate students to do
their best work
The WHY of learning
Source: UDL: Meeting the needs
of all Students 1
Source: UDL: Assistance for
Teachers in Today’s Inclusive
Classrooms 2
Source: UDL Net: A Framework
for Addressing Learner
Variability 3
6. Provide Multiple Means of
Representation
East Carolina Science librarians created an accessible tutorial that reached
students of all abilities and all learning styles
Teachers should illustrate concepts through flexible media
Audio
Images
Text
Video
Source: UDL in the Academic Library 4
7. Flexible media: Audio tools
Caption audio in videos created by others using Amara
Caption audio you created using Youtube “Auto capture”
Provide access to Dragon diction to capture teacher/student voices in text
form
8. Flexible Media: Images
Use Visuwords to associate vocabulary with visual cues
Illustrate or allow students illustrate vocabulary with PicMonkey, Pixlr, or any
number of other free photo editing tools
Use graphic organizers and create content maps to display content using sites
like Bubbl and Coggle
Identify vocabulary and key concepts and relationships using interactive
images with Thinglink
9. Flexible Media: Text
Simplify texts
Record texts using Sound cloud
Present texts in cartoon form using Make Believe Comics or Strip Generator
Encourage struggling readers to use text to speech application such as:
Windows Speech Recognition
Microsoft Speech
Adobe Read Aloud
10. Flexible Media: Video
Create dynamic video using cartoon characters using Go Animate
Include just in time video tutorials, self or made by others
Screencast videos using Jing or Office Mix (an add-on to PowerPoint)
11. Provide Multiple Means of Action and Expression
Select technologies and platforms that offer customization
Graphics, concept maps
Etext readers
Powerpoint
Apps on iPads
Interactive White board activities
Source: National Center on UDL, CAST
12. Provide Multiple Means of Engagement
Vary the method of response in your assessments
Offer choice in assessments
Allow students to work in pairs or collaborative groups
Source: Assistive Technology: Universal Design, UDL: Improved Learning
Opportunities 5
13. Bibiliography 1
UDL: Meeting the needs of all Students
Summary: Our students are differently abled, some with learning disabilities, physical
handicaps, and some with different learning styles. When creating curriculum and designing
instruction, teachers should use:
o Multiple means of representation:
o Multiple means of action and expression:
o Multiple Means of engagement
Two examples were provided of a student with hearing loss and student who struggles with reading. The
authors provided specific examples on to implement each principle the UDL Framework to make the
curriculum accessible and relevant to the student.
Citation: Ralabate, P. K. (2011, August 30). Universal Design for Learning: Meeting the Needs of
All Students. The ASHA Leader.
14. Biobilography 2
UDL: Assistance for Teachers in Todays Inclusive Classrooms
Summary: Instead of making accommodations for students with special needs,
teachers should redesign the curriculum and instruction with learned
variability in mind so material is accessible to them, students are offered
choices in demonstrating their mastery of the objective, and Students are
motivated, self-reflective and confident in the classroom.
Citation: Spencer, Sally. (Summer 2011). Universal Design for Learning:
Assistance for Teachers in Today's inclusive Classrooms. Interdisciplinary
Journal of Teaching and Learning: 1(1), pp. 10-22.
15. Biobilography 3
UDL Net: A Framework for Addressing Learner Variability
Summary: The Universal Design for Learning not only ensure that students with
learning and sensory disabilities receive a fair and equitable education, it ensures
that all learners are reached through differentiation. The 2 Principles of UDL can
be characterized as multiple means of representation (What they will learn,)
Multiple means of Expression (How they will demonstrate what they know,) and
Multiple means of Engagement (Why they will learn it.) UDL Net is an organization
that promotes the implementation UDL, offering support and networks of
educators sharing strategies and Web 2.0 tools.
Citation: Riviou, Katerina, Georgios Kouroupetroglou, and Alan Bruce. (July 2014).
UDLnet: A Framework for Addressing Learner Variability. International Conference
on Universal Learning Design, Volume 4, pp. 83-94.
16. Biobilography 4
UDL in the Academic Library:
Summary: The Science Librarian at East Carolina wanted to instruct students on how to use
primary and secondary sources and how to cite them. Instead of having to instruct each
student one at a time, they created a tutorial based on different learning modalities:
Audio (sound Cloud)
Text, verbal (PowerPoint)
Text, non verbal (graphics, cartoons)
And Kinesthetic (step by step tutorial, quiz and reveal)
By analyzing the data on usage and a user test at the end, developers could determine how
users best learned the method of using primary and secondary source citations.
Citation: Webb, Katy and Jeanne Hoover. (2015.) Universal Design for Learning (UDL) in the
Academic Library: A Methodology for Mapping Multiple Means of Representation in Library
Tutorials. College and Research Libraries: 76(4).
17. Biobilography 5
Assistive Technology: Universal Design, UDL: Improved Learning Opportunities
Summary: Hitchcock and Stahl demonstrate how UDL is an emerging
approach that is a more inclusive alternative to making accommodations for
special needs students. Teachers can use the UDL approach to target all
learners in class and vary methods of assessment to reflect strengths and
talents of the learner, and encourage collaborative learning and facilitate
intrinsic motivation.
Citation: Hitchcock, Chuck and Skip Stahl. (Fall 2003). Assistive Technology,
Universal Design, Universal Design for Learning: Improved Learning
Opportunities. Journal of Special Education Technology, 18(4), pp. 46-52
