Universal Design for Learning

Kimberly Kwang

Walden University

Professor Thomas Wolsey

EDUC 6714D-1

Reaching and Engaging All Learners Through Technology

May 2012

Universal Design for Learning (UDL)

Flexibility in classroom Most opportunity for learning Options in all aspects of classroom Learning alternatives that will help students

(Laureate Education, Inc., 2012)

Examples of UDL

UDL can be shown in the physical environment. Carved curbs Elevators or ramps in buildings Closed captioning on television screens Speakerphones

These items can benefit many people, not just people with disabilities. Similarly, teachers can provide help in the classroom that will be beneficial to all learners.

(Laureate Education, Inc., 2012)

Principle 1 of UDL: Provide Multiple Means of

Representation

Make sure there are choices to help perception in students. Present information in

many forms-visual, auditory, kinesthetic

Make sure information can be adjusted (size or sound)

Provide choices for language, math, and other symbols

Make sure all students know what symbols and vocabulary mean

Define confusing vocabulary Provide vocabulary in other

languages Use visuals or other aids to

help explain text

(National Center on Universal Design for Learning, 2011)

Principle 1 of UDL: Provide Multiple Means of

Representation

Provide choices for comprehension Activate appropriate prior knowledge (graphic organizers,

models, visuals) Make known important patterns and relationships (outlines,

organizers, cues, highlighting) Assist students with information processing and

visualization (models, scaffolds, chunking, feedback) Increase transfer of knowledge (checklists, word webs,

music, links to other knowledge)

(National Center on Universal Design for Learning, 2011)

Principle 2 of UDL: Provide Multiple Means of Action and

Expression

Physical Provide options—

pencil, mouse, joystick, keyboards

Provide access to assistive technologies

Allow communication choices

Media (Manipulatives, web tools, social media)

Tools to create products (story webs, concept mapping, text to speech software)

Practice makes perfect (authentic application, tutors, models, scaffolding)

(National Center on Universal Design for Learning, 2011)

Principle 2 of UDL: Provide Multiple Means of Action and

Expression

Goal setting Make and post goals Plan goals (think alouds) Monitor goals (reflection, rubrics, assessment)

(National Center on Universal Design for Learning, 2011)

Principle 3 of UDL: Provide Multiple Means of

Engagement

Appeal to learners’ interests Choice Real-life situations Challenging and rewarding Safe and distraction-free

(National Center on Universal Design for Learning, 2011)

Principle 3 of UDL: Provide Multiple Means of

Engagement

Increase effort Display goals Differentiate teaching Collaboration Focused feedback

Self regulation Motivate Help with coping skills Reflection

(National Center on Universal Design for Learning, 2011)

Role of Technology

Helps provide options for students

Flexibility in displaying and making content

Individualization made easier

Makes learning engaging

Examples eReader software/electronic

textbooks Adjusting font sizes, types,

and colors Hand held devices Keyboards Digital media

(Laureate Education, Inc., 2012)

Impact of UDL on Classrooms

Teachers have flexibility in preparing materials

All students have equal opportunities to learn Special needs of students addressed

(National Center on Universal Design for Learning, 2011)

Brain Research

Three networks Recognition (Patterns) Strategic (Actions and Plans) Affective (Emotions)

(Laureate Education, Inc., 2012)

Networks work together to accomplish goals

Can be used to analyze student strengths, weaknesses, and differences

Teachers should differentiate to appeal to all learners

(Rose & Meyer, 2002)

Implications

Involving learning networks allow most chance of success

Able to discover strengths and weaknesses of each student

No longer one size fits all model for learning Multiple examples, media, background information,

flexible models and practice, feedback, choices, and rewards make up UDL

(Rose & Meyer, 2002)

UDL Supports Diversity

All students needs addressed (cultural, ethnic, linguistic, academic)

Barriers can be overcome/strengths emerge

Background knowledge enhancement helps students

Leveled tasks

(Williams, Evans, & King, 2011)

Flexibility Allowance for errors Simple and accessible for

all Focus on teaching students

rather than teaching subject

(Kumar, 2010)

(Brain Research) Technology in UDL

Technology supports brain research and makes UDL easier

Recognition Network--digital formats, texts and images, and animation

Strategic Network--Internet sources, world wide web models, text to speech software, calculators, etc.

Affective Network--webquests, interactive software, movies, Paint, games—all generate interest.

(Rose & Meyer, 2002)

CAST ONLINE TOOLUDL Goal Setter

Summary of Tool Choose the standard Decide main focus Decide components of

scaffolding Restate goals

Benefits Clear goals are

necessary to enhance learning

Ensures goals are met Reminder of learning

that should take place

CAST ONLINE TOOLUDL Class Profile Maker

Summary of Tool Template Record strengths,

weaknesses, interests in each brain network

Benefits Learning increases Students seen as

individuals Better address and use

strengths

(CAST, Inc. 2002–2011)

CAST ONLINE TOOLTES Online Journal

Summary of Tool Reflection Create journal entries

about teaching Private or shared

Benefits Feedback and

collaboration Improves quality of

teaching Lifelong learning and

new ideas

(CAST, Inc. 2002–2011)

References

CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/classprofile.cfm 

CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/tesjournal.cfm

CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/udlgoalsetter.cfm

Kumar, K. (2010). A journey towards creating an inclusive classroom: How Universal Design for Learning has transformed my teaching. Transformative Dialogues: Teaching and Learning Journal. 4(2), 1-5.

Laureate Education, Inc. (Producer). (2012). Brain research and UDL [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_553469_1%26url%3D

Laureate Education, Inc. (Producer). (2012). Universal design for learning [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_553469_1%26url%3D

National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Williams, J., Evans, C., King, L. (2011). The impact of Universal Design for Learning instruction on lesson planning. International Journal of Learning. 18(4), 213-222.