Universal Design for Learning (UDL) overview

Universal Design for Learning:A framework for access and equity

“Consider the needs of the broadest possible range of users from the beginning”

- Ron Mace, Architect -

Civil Rights Legacy

• Not an afterthought: Full access is designed from the outset

• More cost-effective than retrofitting

• More elegant and easy-to-use

UD examples

•Ramps

•Curb cuts

•Electric doors

•Closed-captioning

•Easy-grip tools

Universal design for learning (UDL)

More ways to access…More ways to participate…More ways to demonstrate learning…

Resulting in more equitable access to…

the general education curriculum for ALL learners

Goals of UDL

“A scientifically valid framework for guiding educational practice” ~Higher Education Opportunity Act, 2008

• Improving access, participation & achievement

• Eliminating or reducing physical & academic barriers

• Valuing diversity through proactive design

Goals of UDL

“Barriers to learning are not, in fact, inherent in the capabilities of learners, but instead arise in learners’ interactions with inflexible educational goals, materials, methods, and assessments.”

~Teaching Every Student in the Digital Age, CAST, 2003

Principles of UDL

Multiple

• means of representation

• means of action and expression

• means of engagement

UDL Guidelines

Multiple Means of Representation

• Equivalent, overlapping paths to desired outcomes

• Scaffolding to build background knowledge

• Options available at point of need

Multiple Means of Representation

Examples

• Read aloud

• Highlight phrases

• Listen to audio

• Text-to-speech

• Multimedia glossary

• Language translation tools

Multiple Means of Action and Expression

Variety of tools and media

• Written response

• Verbal response

• Multimedia response

• Dramatic response

Multiple Means of Action and Expression

Physical response options

• Pencil, stylus, mouse

Expression options

• Choice of tools

Support tools

• Spellcheckers, speech to text

Multiple Means of Engagement

Tap into students’ interests and passions

Maximize relevance through performance tasks and authentic audience

Provide variety in cognitive demand, length of task, opportunities for collaboration

Multiple Means of Engagement

Real-world, authentic tasks

Choice in means of expression

Flexibility in use of tools to access information

Flexible grouping strategies

Gradual release of responsibility

UDL and Your Course

Options for:• Representation• Action & Expression• Engagement

Consistent with attaining academic content standards

Resources

Center for Applied Special Technology www.cast.org

National Task Force on UDLwww.udl4all.org

IDEA Partnership Community of Practice - UDL www.sharedwork.orgNEA Research Spotlight on UDL

http://www.nea.org/tools/Center for Implementing Technology in Education www.cited.org