2. For UDL

3. It originated when handicapped citizens
began to fight for access to public facilities.
Today handicap accessibility is required by
building codes and architectsan after buildings
The ramps were first built as design thought
with these aspects in mind from thean eye
to the building itself and were often beginning
to make the total design both functional for all
sore distracting from the original design.
and aesthetically pleasing.

4.  Curb Cutouts
 Speaker phones
 Closed captioning
 Low floors and lift gates in vehicles
 Color contrast flooring with elevation
changes
 Handrails for steps and bathroom stalls

5. What if educators
developed
curriculum with all
students in mind
from the beginning?

6. Brain Research
for UDL

7.  Allows for students to recall patterns learned to
identify data using the five senses.
 In respect to education, this network allows
students to recall information such as
letters, numbers, words, and facts. It also allows
students to retrieve abstract concepts like
author’s purpose, inferencing, and friendship.
This region is also responsible for the
recognition of people and places.
 Some ways to utilize the recognition network in
the classroom is to use
posters, videos, songs, chants, and
movements.

8.  After the brain process the information
received from the senses the brain
devises a plan of what to do with the
information it received.
 For example: Once the brain knows that
the person in front of it is a friend then
the brain tells the body how to respond
to the friend- with a hand shake or hello.

9.  This is the brain’s network that allows the
evaluation of the information it receives as
valuable or invaluable.
 This network attaches emotions to the
information it has received or the actions it has
devised to be carried out.
 For example: As we create lessons, we need to
take into account the interests of our students.
In doing this, they are more likely to be actively
engaged producing positive emotions which
will likely lead to retention of new information
and deepened understanding.

10. Recognition Strategic Affective
Multiple examples Flexible models of Choice of context and
skilled performance tools
Highlight critical Opportunities to Adjustable levels of
features practice with supports challenge
Provide multiple media Ongoing, relevant Choices of learning
and formats feedback content
Support background Flexible opportunities Choices of rewards
content for demonstrating skills
http://www.osepideasthatwork.org/UDL/intro.asp

11. in UDL

12.  Websites
 Programs
 Online/electronic textbooks
 Word processors
 Smart Boards/eInstruction software

13.  http://www.nectac.org/topics/atech/udl
.asp
 Teachers use software that allow
students to create a variety of
presentations of the information they
have learned.

14.  Assistive Technology for Vision: Aids
students who are blind or have low
vision.
 Assistive Technology for Communication:
Aids students who have difficulty in
communicating effectively (i.e., they are
unintelligible, have no or very little verbal
skills, or have limited language
proficiency).
(http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm)

15.  Assistive Technology for Access: Aids
students who have difficulties in
accessing communication, learning
tools, or engaging in classroom or home
activities.
 Assistive Technology for Hearing: Aids
students who are deaf or hard-of-
hearing.
 Assistive Technology for Learning and
Studying: Aids students with high-
incidence disabilities (learning, behavior,
or cognitive disabilities) to increase,
maintain, or improve their functional
capabilities.
(http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm)

16.  Enlarged print for vision impaired
students
 Use of LCD projector and Smartboard
technologies engage students with
attention difficulties.
 Text to speech program for the vision
impaired or those with decoding
problems.
 Audio recordings of lessons for students
who need to hear to learn.

17. of UDL

18. Individualized Educational Plans (IEPs)
breakdown the barriers for disabled
learners and provide alternative
methods of presentation and response.
These new strategies will benefit all
students; those with and without
disabilities. Just because a child is not
“labeled” disabled does not mean that
he/she would not benefit from the
strategies that are often for disabled
students.

19. And
Learning
Differences

20. Everyone
Learns
Differently

21.  Educators need to design lessons and
curriculum that provides opportunities for
all students, regardless of disability, to
interact with new content in their
preferred learning style.
 If students are actively engaged in
learning then connections will be made
so that they will be able to access it later

22. And Cultural, Ethical,
Linguistic, and
Academic Diversity

23.  Presenting materials using multiple,
flexible methods
 Allowing multiple, flexible methods of
expression and apprenticeship
 Providing multiple, flexible options for
engagement
(Hall, Strangman, & Mayer, 2011)

24.  Itis in the flexible nature of UDL
that students with all types of
diversity will receive the
accommodations that they
need to be successful in
school.

25.  UDL Book Builder- This is allows the user to
create online books to support classroom
learning. Students can work
collaboratively to create
illustrations, text, and audio for the books
they create. This would be great for
students to use as a summative
assessment of a variety of content areas.

26.  UDL Strategy Tutor- This tool provides a
framework for students to use to
complete an online research. It provides
step by step instructions that help
students stay focused on the topic. The
Strategy Tutor has great tutorials for
students to view to when first using this
tool.
 It allows teachers to access online lesson
banks, resources, create and edit lessons
of your own, and view student projects
using this tool.

27.  UDL Curriculum Self-Check- This tool
allows a teacher to rate (on a scale of 1-
5) where they are using UDL methods in
their classrooms. The responses are then
translated into easy to read graphics.
The coaches provide hints to how better
instruct using UDL methods.
 I found this tool very informative. It
forced me to think about what I was and
was not doing to reach each student in
my classroom and prompted me to
make changes in my instruction and how
I have students to respond.

28.  What does UDL look like in action?
 Click here for UDL in action in First Grade
Math!
 Click here for UDL in action for Fifth
Grade Language Arts!

29. Choate, J. S. (2007). Udl: the promise of learner accessibility. Retrieved from
http://www.ulm.edu/cehd/resources/learn/iia/udl.html
Hall, T., Strangman, N., & Meyer, A. (2011, January 14). Differentiated instruction and
implications of udl implementation. Retrieved from
http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction