Universal Design for Learning Universal Design for Learning (UDL) is a set of principles for curriculum development that gives all individuals equal opportunities to learn. It removes barriers to engagement.

Universal Design for Learning The general education curriculum is often based on an “average student” and focuses on teaching to the middle with an expectation of a bell curve response. Some students are expected to do well, most to do average, and some to fail.

Universal Design for Learning But there is no such thing as an “average student.” There are learning skill differences between all students.

Universal Design for Learning The principles of UDL provide a framework for curriculum, instruction, and assessment development that is flexible and adapts to the systemic variability between all students. Provide Multiple Means of Engagement Options for interest, effort, and self-regulation Provide Multiple Means of Representation Options for perception and comprehension Provide Multiple Means of Action & Expression Options for action, communication, and executive functions

Universal Design for Learning Universally designed education moves from “teaching to the middle” to “learning for all.” Instead of a bell curve we have flexible Tiers of instruction designed so all students succeed. Universal Education

Universal Design for Learning Contributing Factors to the Performance Gap students with disabilities do not have supports and flexibility to help with reading text, basic mathematics, memory, organizing information, and demonstrating what they have learned curriculum and instruction is designed for an “average student” and presents barriers to learning for students with disabilities teachers do not have the tools, resources, or instructional flexibility to differentiate learning activities for students with disabilities in the general classroom

Universal Design for Learning By the secondary grades students with disabilities should be independent in problem solving and self-accommodation, and should be able to evaluate what does and does not remove barriers to learning. A UDL environment can support academic choice in elementary school; personal problem solving in middle school, and independent practice in high school. Without the flexibility of choice and availability of tools to choose from these skills will not emerge and students with disabilities will not be prepared for post secondary settings.

Universal Design for Learning Indicators for UDL Classrooms: students have choices in how they gain information students have choices in how they express what they have learned discussions or guidance are provided individually or in groups on how to evaluate learning choices students with disabilities and students without disabilities can work together in peer learning groups with each student able to select learning supports as needed

Universal Design for Learning Resources Overview of Universal Design for Learning - http://www.udlcenter.org/aboutudl/whatisudl An introduction to Universal Design for Learning. UDL Principles Graphic Organizer - http://www.tlc-mtss.com/assets/updateguidelines2_0.pdf The principles of universal design for learning. UDL Principles - http://at-udl.com/tutorials/udl_principles/ An online tutorial on the principles of universal design for learning. ICEL & UDL Resource - http://icel.businesscatalyst.com/index.html

Universal Design for Learning Data Sources – Below are tools you can use to collect data on educational materials and classroom instruction. Survey Tool for Rating Educational Materials - http://www.tlc-mtss.com/assets/rating-table-resources-survey.pdf UDL Classroom Look Fors: Beginning Level - http://www.tlc-mtss.com/assets/udl-look-fors-beginning.pdf UDL Classroom Look Fors: Expert Level - http://www.tlc-mtss.com/assets/udl-look-fors-expert-learner.pdf Survey Tool for Rating District-wide Curriculum Supports - http://www.tlc-mtss.com/assets/curriculum-self-assessment-tool.pdf

Universal Design for Learning Hypothesis - The problem is occurring because: the educational materials are not appropriate for students with disabilities students with disabilities do not have access to tools needed to remove barriers to engagement reading supports are not provided; students who struggle with text don’t have access to text-to-speech tools or audio books instructional activities are not relevant to all students students with disabilities are not able to fully engage in Tier 1 instruction