1. “It is dreadful irony that students with disabilities have better access to school buildings than they do to the curricula within them.” (Dolan 1)

2. Universal Design for Learning
Lori Worsham & Sarah Wostbrock
EDUC 6300
10 September 2008

3. Introduction
Teachers are required by law to provide high-quality standards-based education to all students (Meo, 2008).
IDEA 2004 gives students this right regardless of disability
NCLB holds schools responsible for the testing outcomes of all student groups

4. Introduction
Teachers are likely to encounter a class with a broad range of diversity.
Learning Styles/Multiple Intelligences
Learning/Physical Disabilities
Emotional/Behavioral Challenges
Language/Cultural Backgrounds
Lack of Interest/Motivation
Prior Knowledge
(CAST, 2007)

5. Introduction
But a traditional classroom and curriculum with little flexibility make it difficult for teachers to meet the needs of all students.

6. Introduction Traditional Approach:
One curriculum for all learners
One method for engagement
One assessment method
Teacher re-designs curriculum for each student requiring accommodations
(Harris, Kaff, & Anderson, 2007)

7. Universal Design for Learning
Definition
Universal Design for Learning
An Educational Framework
Reduce Barriers to Learning
Compliance with IDEA (2004)
Compliance with No Child Left Behind Legislation
(Jimenez, Graf, & Rose, 2007)

8. Definition Universal Design for Learning Approach
Curricula pre-designed to meet the needs of a diversity of learners
Opens the curricula to multiple means of expression, presentation, and engagement
Is universal in that all learning differences are accommodated
(CAST 2007)

9. Definition UDL Approach Pre-designed for Diversity
(Harris, et. al. 2007)

10. Definition UDL Approach Multiple Means of Presentation Engagement
Expression
(Harris, et. al. 2007)

11. Variety of learning styles
Definition
UDL Approach
Provides for
Variety of learning styles
Variety of mental and physical abilities
(Harris, et. al. 2007)

12. History
1970s—Architect Michael Bednar’s philosophy that, “Everyone’s functional capacity is enhanced when environmental barriers are removed” (Moore, 2007).
1980s—Architectural Universal Design gains momentum in the professional world

13. History
1987—the World Design Congress states that public buildings should incorporate the needs of aging individuals
1987—Ron Mace coins the
term “Universal Design”
(Moore, 2007).
1990—Americans with
Disabilities Act adds legal
strength

14. History
1984— The Center for Applied Special Technology (CAST) founded to bring universal design concepts to educational content and delivery.

15. Science of UDL
Universal Design is based on the fact that, if you consider scientific research, there are no “special” or “normal” students. “The notion of rigid categories of learners—smart/not smart, disabled/not disabled, regular/irregular—is an unrealistic oversimplification” (Dolan & Hall, 2001).

16. Science of UDL
Simple tasks are performed by one area of the brain, more complex tasks such as learning involve interaction between separate areas of the brain or networking. Networking patterns are unique to every individual (CAST, 2007).

17. Science of UDL
However, brain research has identified three networking patterns that apply to all learners:
Networking Pattern
Question
Answered
Action
Taken
Recognition
What?
Receive, gather, analyze
Affective
Why?
Evaluate, relate, engage
Strategic
How?
Process, plan, make sense of
(CAST, 2007)

18. Recognition, Affective and Strategic Networks
Image retrieved from 22 August 2008

19. Eye movement indicating the use of different Brain Networking Patterns
Images retrieved from 22 August 2008

20. Science of UDL
However, brain research has identified three networking patterns that apply to all learners:
Networking Pattern
Question
Action
Taken
Recognition
What?
Receive, gather, analyze
Affective
Why?
Evaluate,
Relate, engage
Strategic
How?
Process, plan,
make sense of
UDL Component
Presentation
Engagement
Expression
(Harris, et. al. 2007)

21. Universal Design for Learning Instructional Methods
Differentiated Instruction
Cooperative Learning
Reciprocal Teaching
Thematic Teaching
Community Based Instruction
(Jimenez, et. al )

22. UDL Instructional Methods
1. Differentiated Instruction
a. Content: what students learn
b. Process: how students learn
c. Product: how students demonstrate what they have learned
(Jimenez, et. al )

23. UDL Instructional Methods
2. Cooperative Learning
Students work together in small groups, tapping one another as sources for learning.
(Jimenez, et. al )

24. UDL Instructional Methods
3. Reciprocal Teaching
Small group dialogues between teachers and students around text, reviewing comprehension strategies.
(Jimenez, et. al )

25. UDL Instructional Methods
4. Thematic Teaching
Center lessons on a particular theme that can be used in a variety of content areas.
(Jimenez, et. al )

26. UDL Instructional Methods
5. Community Based Instruction
Students apply concepts or skills they’ve learned in a community setting.
(Jimenez, et. al )

27. Presentation Methods:
(the of learning)
WHAT
Traditional Methods
UDL Methods
Teachers Use:
Overhead Projectors
White Board
Lectures
PowerPoint
Teachers Use:
PowerPoint with:
Audio
Video
Notes, etc
Teacher-Created Blogs
(Harris, et. al. 2007)

28. Presentation Methods WHAT (the of learning) Traditional Methods
UDL Methods
Students Use:
Podcasts
Multimedia Books
Electronic Text
Graphic Organizers
Students Use:
Worksheets
Textbooks
(Harris, et. al. 2007)

29. Engagement Methods WHY (the of learning) Traditional Methods
UDL Methods
Teachers Use/Lead:
Notes to class
Cooperative Learning
Hands-on Activities
Teachers Use/lead:
Guided Notes to Class
Skits
Models
Concept Maps -- Key Ideas
(Harris, et. al. 2007)

30. Engagement Methods WHY (the of learning) Traditional Methods
UDL Methods
Students Create:
Independent Projects
Whole-class Presentations
Students Create:
Podcasts
On-line Discussions
(Harris, et. al. 2007)

31. Expression Methods HOW (the of learning) Traditional Methods
UDL Methods
Teachers Create:
Tests and Quizzes
Teachers Create:
Rubrics
Online Quizzes and Activities
Graphics Organizer Programs
Tiered Assessments
(Harris, et. al. 2007)

32. Expression Methods HOW (the of learning) Traditional Methods
UDL Methods
Students Create:
Written reports
Oral reports
Posters
Students Create:
Podcasts
Blog Entries
Web Sites
Power Point
Portfolios
(Harris, et. al. 2007)

33. Educator Checklist
Universal Design for Learning Guidelines

34. Lesson Plan Make-Over

35. References
Bernacchio, Charles and Michele Mullen. (2007). Universal Design for Learning. Psychiatric Rehabilitation, 31(2),
Center for Applied Special Technology (CAST). (2007). Universal Design for Learning. Retrieved August 22, 2008, from
Dolan, Robert P. and Tracey E. Hall. (2001). “Universal Design for Learning: Implications for Large-Scale Assessment. IDA Perspectives, 27(4). Retrieved August 22, 2008, from
galleries/download/byCAST/udlassessment.pdf

36. References, cont.
Harris, C.R., Kaff, M.S., & Anderson, M.J., (2007). Designing flexible instruction, Principal Leadership (Middle School Ed.), 7(9),
Jimenez, T.C., Graf, V.L., & Rose, E (2007). Gaining access to general education: The promise of Universal Design for Learning, Issues in Teacher Education, 2(16),
Meo, Grace. (2008). Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program. Preventing School Failure, 52(2),

37. References, cont.
Mercurio, M., MacDonald, L., Bottenberg, D., Johnson, B., & Tubin, Bosmat (2007). Tailoring instruction to meet student needs: Don’t analyze students – ask them! Tech Trends, 51(4),
Moore, Stephanie L. (2007). Universal Design for Learning [Review of the book Teaching Every Student in the Digital Age]. Educational Technology Research & Development, 55,