Universal Design for Learning

Alison Driekonski

Walden University

S. Lambertson

EDUC-6714D-1 Reaching and Engaging All Learners Through Technology

October 3, 2010

Universal Design for Learning(UDL)

• Makes curriculum flexible and customizable for all students

• Enables students to learn in formats that work best for their individual needs

• Provides opportunities for genuine learning to take place

http://www.udlcenter.org/aboutudl/whatisudl

3 Principles of UDLPrinciple 1:

Provide multiple means of representation-students perceive and comprehend information differently

-Provide options for perception; the same information in different sensory modalities: auditory, sight, touch and adjustable formats: volume, text

size, color- Provide options for language symbols; alternative representations:

graphs, charts, diagrams- Provide options for comprehension; activate background knowledge,

support memory, highlight main ideas & interconnectedness

http://udlcenter.org/aboutudl/udlguidlines/principle1

Principle 2

Provide multiple means of action & expression-students perform differently in the classroom & express their knowledge

in different ways-provide options for physical action; provide a variety of materials with which all

students can interact

-provide options for expressive skills & fluency; access to different forms of media to meet all student needs

-provide options for executive functions; provide scaffolding for both lower and higher-level skills

http://www.udlcenter.org/aboutudl/udlguidelines/principle2

Principle 3

Provide multiple means of engagement-Different things engage and motivate students to learn

-provide options for recruiting student interest; different things engage students at different times & in different situations, options should increase individual choice & relevance, and decrease distractions

-provide options for sustaining effort and persistence; vary levels of challenge, collaboration, and communication

-provide options for self-regulation; develop personal goal-setting, self-assessment, and reflection

http://www.udlcenter.org/aboutudl/udlguidlines/principle3

UDL & Technology

• Technology allows educators to:– have more options and flexibility in the classroom– easily change materials– display content differently– choose which information/content to show each student– Provide every student with the maximum opportunity

to learnTechnology allows us to be more adaptable to student

needs, as brain research indicates how students learn differently

Laureate, 2009a

Technology Use

Technology can be used with UDL in a variety of ways to accommodate different

types of learners:-digital media

-voice recognition software

-eReaders -expanded keyboards

Student learning & UDL

UDL:-builds maximum flexibility into the curriculum

-provides every student with the maximum opportunity to learn

-allows for more options to better meet the needs of diverse students

-gives students control over their own learning

Brain research & UDL Processing is distributed to different parts of the brain.

3 Networks of the brain:1) Recognition network

- processes patterns

2) Strategic network - processes actions & plans

3) Affective network-processes emotions, evaluates patterns

Laureate, 2009b

These networks of the brain work differently for everyone, therefore, everyone learns in

different ways.

UDL allows educators to adapt the curriculum to meet the needs of the diverse student

population through the use of:-adaptive technology

-flexible curriculums

-more choices/options for students

CAST Online Tools

UDL Systemic Change Planner

This planner offers a framework composed of 8 key factors for planning & monitoring the use of UDL throughout the

district.

It offers a good foundation to beginning to implement UDL in our district.

8 Key Factors

1) Technology infrastructure2) Obtaining & managing digital content resources3) Administrative support4) Teacher training & support5) Redefined roles of special & regular education

teachers6) A new curriculum planning model7) Parent & community involvement8) Creative fundinghttp://www.cast.org/teachingeverystudent/tools/systemicchange.cfm

TES Online Journal

This is a tool teachers can use to record their thought, ideas, and reflections on using UDL in their classrooms. It can be a private journal, or it can be shared with the TES community. Sharing allows the teacher to gain feedback from the online community that can be valuable as they implement UDL throughout their curriculum.

http://www.cast.org/teachingeverystudent/tools/tesjournal.cfm

Curriculum Barriers Finder

There are often hidden barriers present in our curriculums, causing some students to not have their needs properly met.

This online activity helps teachers to identify and analyze barriers in their curriculum that they are unaware of.

http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm

References

Laureate Education, Inc. (Executive Producer). (2009a). Universal design for learning. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009b). Brain research and universal design for learning. Reaching and engaging all learners through technology. Baltimore: Author.

http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm Retrieved on October 1, 2010.

http://www.cast.org/teachingeverystudent/tools/systemicchange.cfm Retrieved on October 1, 2010.

http://www.cast.org/teachingeverystudent/tools/tesjournal.cfm Retrieved on October 1, 2010

References Continued

http://www.udlcenter.org/aboutudl/whatisudl Retrieved on September 28, 2010.

http://udlcenter.org/aboutudl/udlguidlines/principle1 Retrieved on September 28, 2010.

http://www.udlcenter.org/aboutudl/udlguidelines/principle2 Retrieved on September 28, 2010.

http://www.udlcenter.org/aboutudl/udlguidlines/principle3 Retrieved on September 28, 2010.