Universal Design for Learning An Introduction Helping Teachers Address the Individual Needs of Each Student in the Learning Environment

The Origin of UDL Universal Design for Learning came originally out of an architectural concept that sought to make all buildings, parks, streets, etc. accessible to all people without needing special equipment or adaptation. This was trying to meet the needs of all people, without the restrictions that keep people with different abilities from being able to pursue their needs and goals in life.

Why UDL in education? Removing the “barriers” in education not only for students with challenges, but also for the benefit of all students!

Using UDL for ALL Students “Applying universal design to learning materials and activities can increase access for learners with wide disparities in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, focus, engage, and remember.” Rose & Meyer, 2000 David Rose

Challenging our assumptions …

Networks and the Brain There are three “networks” in all our brains. No two are alike, even for those people who are “differently enabled.” How they learn is very individual, with needs and best approaches for learning that vary for everyone, including those less challenged.

The Brain and UDL

Our ability to see the brain’s function in real time is allowing us to see it work, and to figure our how and when it works best. Computer image of a brain showing areas of intense activity when words are being heard.

The Brain and UDL Our ability to see the brain’s function in real time is allowing us to see it work, and to figure our how and when it works best. Computer image of a brain showing areas of intense activity when words are being heard. Research in UDL has led to the recognition that there are three “Networks of the Brain” 1. Recognition networks 2. Strategic networks 3. Affective networks

Network #1 Recognition networks Large area at the back of the brain Receives all of the sensory information Designed to recognize patterns

Network #2 Strategic networks Front part of the brain Controls the muscles Plans for physical actions

Network #3 Affective networks Center for emotions Decision making about where and what to focus on Evaluates patterns recognized by the recognition networks The limbic system The core of the brain The oldest part of the brain

UDL - In Three Easy Pieces To utilize UDL effectively, these three concepts are key: Representation- integrate Multiple Means of Representation Action and Expression - integrate Multiple Means of Expression Engagement - integrate Multiple Means of Engagement

Representation Providing Multiple Means of Representation The “ What ” of learning 1. Perception: using different modalities, sound or changeable text 2. Language and Principals: use graphs, pictures and images 3. Comprehension: how to transform into information they can use Some Strategies for Representation: -online work and access-students pick methods for learning strengths -images and graphics-visual & written handouts - ” chunking ” info -translation tools -use of color -physical or virtual information -speech to text -organizers

Action and Expression Providing Multiple Means of Expression The “ How ” of learning 1. Physical Action: student ’ s physical actions, these may need to be adapted for students with special needs 2. Expressive Skills and Fluency: how students express what they know, technology provides great tools 3. Executive function: tools to set goals and monitor progress Some Strategies for Action and Expression: -customize the visual display-definitions of words and symbols -alternative auditory samples-help with cross-linguistic understandings -informational websites-support memory and transfer -activate prior knowledge -options for physical response -focus on big ideas-guide effective goal setting

1. Recruiting Interest: modify to meet each student ’ s need 2. Sustaining Effort and Persistence: motivation, skills 3. Self-regulation: students build self-regulation, based prior experience Some Strategies for Engagement: -multiple “ hooks ” to draw in students -interaction -mutliple paths to work -collaboration -multiple choices for outcomes -alternative stucture -partnering or working alone -traditional structure Engagement The “ Why ” of learning What Motivates or Engages the Learner

Technology and UDL Technology is the key that can unlock the potential of UDL and the central concepts behind it.

The Importance of Technology Many of the principals of UDL do not rely solely on technology, yet a tool or an approach can be greatly amplified using the tools of technology. Technology tools are almost ideal in creating alternative representations that are visual or aural to stimulate the different learning modalities of students. Technology also provides all students with alternative means to express their ideas and learning. This is essential in being able to access authentically the knowledge students aquire. Last, but not least, technology is a powerful motivator for engaging students in their learning. Especially for those with special needs, technology provides the path and the motivation for students to express themselves fully.

The Importance of Technology Technology allows the use of video and other graphic representations to communicate to the student as well as allow the student to express their discoveries and ideas. Computers provide a source of knowledge and give the student a tool to research to confirm their knowledge, to extend their learning, as well as to express their discoveries in text, pictures and music. Very important are the tools technology brings to students with physical and other challenges, including those learning a second language or trying to adapt to a school culture that is foreign to them. Whether it allows a visually-challenged student access to text, or a second language learner to hear a foreign language pronounced, it gives them access to resources and ultimately provides them with tools to express their learning and ideas..

UDL and EPMS Although UDL serves all students, Ernie Pyle has additional urgent needs due to the cultural, ethnic, linguistic, and academic diversity represented in our entire student body. These needs can be very effectively addressed using UDL methods and resources. Every classroom is equipped with computers and Internet access. There are local and district resources and professional development to support staff and UDL principals.

UDL and EPMS The District Electronic Whiteboard Initiative begins in the fall and is an excellent and useful tool to address UDL concepts for all three brain networks Student exposure and availability of technology resources in the home are increasing despite the high poverty in our student’s home life. Student can and do extend their learning in the home and with parents.

UDL and EPMS Resources online are incredibly diverse and useful, and best of all they are free! Local Staff help is available to follow up professional development begun last winter to help link staff to these resources as well as to share information. Go to to share your expertise as well as find resources for UDL, CBL/PBL and other school initiatives.

CAST Online Resources A central and key CAST online resource is the main CAST website that has links to essential information about CAST and UDL: One very valuable online CAST resource is the Learning Tools page with free tools to be used across all content areas. Teachers can find help and resources to address the challenges we face in the cultural and language diversity of Ernie Pyle Middle School. A great tool for student use is the Science Writer tool for middle and high school students. This supports students needing to write technical and scientific documents such as lab reports and Science Fair boards: 5F78127C2B F78127C2B01119 A great resource wiki that has compiled a huge number of resources for schools, teachers and students:

References CAST: Learning Tools. (n.d.) CAST: Center for Applied Special Technology, Retrieved May 31st, 2010, from UDL Science Project. (n.d) The Concord Consortium. Realizing the Promise of Educational Technology, Retrieved May 31st, 2010, from Free Technology Toolkit for UDL in All Classrooms (n.d.) Retrieved from the UDL Tech Toolkit Wiki: About UDL, Learn the Basics (n.d.), National Center on Universal Design for Learning, Retrieved May 31st, 2010, from Universal Design for Learning. (n.d.) Learning through Listening, Retrieved May 31st, 2010, from Learning-UDL/27/ Learning-UDL/27/ Learn About Universal Design for Learning. (n.d.) UDL Curriculum Self-Check