1. Shirley BradyEDUC7109-Module 3 Walden University Spring 2013

2. UDL was prompted by the necessity tomeet the needs of all learners that haverestricted capabilities that decrease theirability to learn. These disabilities includebut are not limited to visual or hearingimpairments, learning disabilities, andrestricted physical mobility. 3. Cast UDL Lesson Builder-http://lessonbuilder.cast.org/This website contains many useful tools and resources. 4. The surroundings in which a learner is required tolearn in has a lot to do with the leaning that willactually take place. Instances in a physicalenvironment that lend themselves to UDL forimplementation are students with physicaldisabilities, (learning or physical). These barriers canbe diminished by differentiated instruction. Theactivities need to be intellectually stimulating, eye-catching, and flexible.Resources:Large printbooks/assessments, computers, iPads, flashcards, modified questions and answer choices 5. Recognition: Thecapability to identify andunderstand informationby using the five senses(hearing, smelling, tasting, seeing, and touching) Strategy: The competenceofplanning, implementation, and accessing skills Affect: The power tomake poignant associationto the learning process 6. Technology plays a huge role in the UDL method.Emerged 21st century technology offers many devices thatsupport learners with disabilities.Examples: Computers with alternative input devices such as speechsynthesizers Touch screen devices (I-Pods touch and I-Pads) can assistlearners that have not developed fine motor skills or withlimited mobility to access materials and apply theirknowledge with the touch of a finger. Digital Talking Books have large text and digital imagery 7. Builds maximum flexibility into the curriculumELL learners can experience participation in oral discussions and presentations that technology provides through editing privileges such as spellcheck and correct grammar usageProvides source of knowledge such as translationBuilds on the strengths of each learnerAllows lesson to be presented in multiple ways 8. Research reveals that the learning takes placethrough a variety of methods. These methodsinclude the five senses, poignantassociation, language and behavior, and at acertain stage of life the brain chemicals release.Research also shows that there are learningdifferences between genders, and equally asmany within genders. It has been proven thatstudents learn differently and has his or herown collection of strengths and weaknesses. 9. Boys are most likely to be diagnosed with learningdisabilities, including ADHD, and exhibit signsearlier. Boys tend to lag behind in language, attention infine motor skills, especially in elementary school. Girls are most likely to struggle with spatiallearning, especially math. Girls are most likely to exhibit signs of anxiety ordepression due to schoolwork.Reference:http://www.washingtonparent.com/articles/1201/gender.php 10. UDL has many suggestions on instructions andlearning. It is a very useful tools for teachers whenplanning their lessons. The UDL model allowsthem to determine whether or not their lesson wasdesigned to fulfill the academic need of eachstudent through the use oftechnology, differentiation of instructions, orthrough the use of tools and resources. The students in the classroom where the UDLmodel is implemented will see a reduction inlearning barriers and the lessons will becomeengaging and more meaningful. 11. Cast UDL Lesson Builder-The CAST Universal Design for Learning(UDL) Lesson Builder provides educators withrepresentations and tools to design and adaptlessons that increase access and participationinto the regular education curriculum forstudents.Source: http://lessonbuilder.cast.org/ 12. CAST UDL Modules Module One, Introduction to UDL offers an overviewof UDL by addressing the three principles ofUDL, the connection of UDL to neuroscience, andthe impact of UDL on curriculum. Module Two, Applying UDL to LessonDevelopment, provides practice applying the UDLprinciples and guidelines to instructionalgoals, methods, materials, and assessments. Source:http://www.cast.org/pd/OnlineModules/ 13. UDL Editions take advantage of the flexibilityof digital media to reach and motivate alllearners. This also takes reading to yet anotherlevel. Leveled supports and the Text helpToolbar balance challenge and support for eachlearner, ages 10 and up. This resource becomesa very valuable tool when teaching literatureand other reading instructions.Source:http://udleditions.cast.org/ 14. Bray, M., Brown, A., & Green, T. (2004). Technology and thediverse learner: a guide to classroom practice. Corwin Press. Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002).Teaching every student in the digital age: Universal design for learning.Alexandria, VA: Association for Supervision and CurriculumDevelopment. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes http://lessonbuilder.cast.org/ Retrieved April 9, 2013