1. Universal Design for Learning Cindy M. Szulewski-Booth, M.S. CCC/SLP AT Specialist

2. What is it? Universal Design for Learning (UDL) is a approach to curriculum (goals, materials, methods, and assessment) that is firmly grounded in the belief that every learner is unique and brings different strengths and weaknesses to the classroom

3. UDL and RTI The distinguishing features of the problem- solving approach are that intervention occurs within the classroom and is individualized to the student. UDL reconceptualizes curriculum design by bringing student diversity to the forefront and supporting the design of curricula that are more flexible and accommodating of diverse students’ needs

4. Curriculum Often curriculum--which includes the goals, methods, assessments, and materials we use to teach and learn--is "fixed" and inflexible. This turns individual differences into potential learning barriers as learners try to bend their individual styles, skills, and abilities to the curriculum's needs at the expense of genuine learning.

5. UDL and Curriculum UDL turns this around: the curriculum is made flexible and customizable so that individuals can learn in ways that work best for them.

6. Representation ExpressionEngagement UDL

7. Principles of UDL Multiple means of representation, to give learners various ways of acquiring information and knowledge. Multiple means of action and expression, to provide learners alternatives for demonstrating what they know. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

8. Multiple means of representation, to give learners various ways of acquiring information and knowledge. The “What” of Learning Perception Language and Symbols Comprehension

9. Perception Customize the Display of information – Information should be displayed in a flexible format so that the perceptual features can be varied Provide alternatives for auditory information – information conveyed solely through sound is not equally accessible to all students, and it is especially inaccessible for students with hearing disabilities, for students who need extra time to process information, or for students who have memory difficulties Provide alternatives for visual information – visual representations are not equally accessible to all students, especially students with visual disabilities or those who are not familiar with the graphic conventions employed

10. Language and Symbols Define vocabulary and symbols – The semantic elements through which information is presented—the words, symbols, and icons—are accessible to students with varying backgrounds, languages, lexical knowledge, and disabilities in different ways. Clarify syntax and structure – To ensure that all students have equal access to information, provide alternative representations that clarify, or make more explicit, the syntactic or structural relationships between elements of meaning illustrate key concepts non-linguistically – Providing alternatives—especially illustrations, simulations, images, or interactive graphics—can make the information presented in text more comprehensible for any student and accessible for some who would find it completely inaccessible in text.

11. Comprehension Provide or activate background knowledge Highlight critical features, big ideas, and relationships Highlight critical features, big ideas, and relationships Guide information processing Support memory and transfer

12. Multiple means of action and expression Options for physical action – Properly designed curricular materials provide a seamless interface that enable individuals with motor disabilities to navigate a text and express what they know Options in the means of navigation – To provide equal opportunity for interaction with learning experiences, ensure that there are multiple means for navigating so that navigation and control are accessible to all students. Options for accessing tools and assistive technologies – It is also important, however, to ensure that making a lesson physically accessible does not inadvertently remove its challenge to learning. The goal is not to make answers physically accessible, but to make the learning that underlies those answers accessible.