1. Universal Design for Learning
Julie Budney
Universal Design for Learning

2. Definition:
According to the National Center on Universal Design for Learning it is defined as “a scientifically valid framework for guiding educational practice that: (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and  challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient”.

3. 3 Brain networks Recognition Network Strategic Network
Affective Network

4. Brain networks Recognition Strategic Affective The “what” of learning.
How we gather and categorize information.
What we see, hear and read.
Present information and content in different ways.
Strategic
The “how” of learning.
Planning and performing tasks.
How we organize and express our ideas.
Allow students to demonstrate their understanding in a variety of ways.
Affective
The “why” of learning.
How learners get engaged and stay motivated.
How they are challenged.
These are affective dimensions.

5. 3 Principals of Universal Design for Learning.
Representation
Action & Experssion
Engagement

6. Representation Perception
Offer ways of customizing the display of information.
Offer alternatives for auditory and visual information
Language, expressions, and symbols
Clarify vocabulary and symbols
Clarify syntax and structure
Support decoding text, math notations, and symbols
Promote understanding across languages
Illustrate through multiple media
Comprehension
Activate and supply background knowledge
Highlight patterns, critical features, big ideas, and relationships
Guide information processing, visualization, and manipulation
Maximize transfer and generalization

7. Action & expression
Physical action Vary the methods for response and navigation Optimize access to tools and assistive technologies Expressive skills and fluency Use multiple media for communication Use multiple tools for construction and composition Build fluency and graduated levels of support for practice and performance Executive function Guide appropriate goal-setting Support planning and strategy development Facilitate managing information and resources Enhance capacity for monitoring progress

8. engagement
Recruiting interest Optimize individual choice and autonomy Optimize relevance, value, and authenticity Minimize threats and distractions Sustaining effort and persistence Heighten quality of goals and objectives Vary demand and resources to optimize challenge Foster collaboration and communication Increase mastery-oriented feedback Self-regulation Promote expectations and beliefs that optimize motivation Facilitate personal coping skills and strategies Develop self-assessment and reflection

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