A framework for access and equity

“Consider the needs of the broadest possible range of users from the beginning.” – Ron Mace, architect.

“We can whenever and wherever we choose, successfully teach all children... we already know more than we need to know in order to do that.” Ron Edmonds, educator

 Not a one size fits all approach  Design includes accommodations in the beginning, not added on after design is complete  Increase access opportunities for all

The “what” of learning; receiving and analyzing information Content should be presented in different ways The “how” of learning; planning and execution of actions Allow learners multiple ways to express or demonstrate what they know The “why” of learning; evaluating and setting learning priorities Stimulate interest and foster learner motivation

The functions of the recognition networks occur in the back of the brain enabling learners to identify and interpret patterns of light, sound, taste, smell, and touch. This network allows learners to be able to recognize faces, voices, letters, words, songs, etc.

TThe functions of the strategic networks are located primarily in the frontal lobes, enabling learners to plan, execute and monitor progress in virtually everything that is being done. These networks are so efficient that these processes take place without the learner being aware of the planning, organization, and monitoring of actions that are taking place.

The functions of the affective network occur in the core of the brain, allowing learners to become engaged and interested in learning. It also allows learners to evaluate patterns in content and assign emotional significance to them.

Technology and digital media have a central role in UDL.

Traditional instruction has relied on speech and print text, creating a barrier for many students. Technology allows for teachers to create individualized, flexible instruction for all learners

“From pre-kindergarten to graduate school, classrooms usually include learners with diverse abilities and backgrounds, including students with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, varied preferences and motivations for learning, students who are unusually gifted, and many others… A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary” (

 EBD  ADD  ADHD  Gifted  English Language Learners  SLD  Culturally diverse learners Universal Design for Learning is a benefit to all learners

“UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone- -not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs” (CAST.org).

 Powerpoint  Podcasts  iPads  eBooks eBooks  Oral lectures  Interactive White Boards  Interactive tables Kindergarten students using a Smart interactive table. Westbury Schools. (March17, 2011) aspx?name=news&newsid=54

 Wikis  Blogs   iMovies  Microsoft Photo story Sample glogster Minnesota State University. (2006) Glogster Tutorial. 1&menu=1&show=web20&page=tut4 1&menu=1&show=web20&page=tut4

OOnline Collaboration SSkype GGoogle Docs WWebquests VVirtual Field trips Students skyping with native American students in a neighboring city. Stratford Community School District.

CAST (The Center for Applied Special Technology), founded in 1984, is a nonprofit organization devoted to research and development to expand educational opportunities for all, especially those with disabilities, through Universal Design for Learning. Through their website, CAST offers a number of resources and tools to help teachers learn more about and implement UDL. (CAST.org) CAST has earned international recognition for its innovative contributions to educational products, classroom practices, and policies. Its staff includes specialists in education research and policy, neuropsychology, clinical/school psychology, technology, engineering, curriculum development, K-12 professional development, and more. (CAST.org)

 CAST UDL lesson plan archives ( p) p

 CAST Ideas and Information ( ent/ideas/) ent/ideas/

 AST Classroom profile ( ent/tools/classprofile.cfm) ent/tools/classprofile.cfm

 View tools, resources and sample lessons for implementing UDL in the language arts classroom:  Use the Class Profile Maker to better understand and reach your students: m m  A website for science teachers on how to enhance access to the general curriculum for students with disabilities:  View sample UDL lesson plans in all subject areas:  Visit the CAST website for UDL information, resources and tools:  For more information on brain research and UDL, read Teaching Every Student in the Digital Age: Universal Design for Learning:

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