Learning
(UDL)
Education 6714
Gayla Fisher
What is UDL?
“The central practical premise of
UDL is that a curriculum should
include alternatives to make it
accessible and appropriate for
individuals with different
backgrounds, learning styles,
abilities, and disabilities in widely
varied learning contexts. The
"universal" in universal design
does not imply one optimal
solution for everyone. Rather, it
reflects an awareness of the
unique nature of each learner
and the need to accommodate
differences, creating learning
experiences that suit the learner
and maximize his or her ability to
progress.” (Center for Applied
Science and Technology website)
Three Principles of UDL
Present information, concepts, and ideas
Plan and execute learning tasks
Get engaged and stay engaged in the learning
Why is UDL necessary?
Provides flexibility in the ways information is
presented, in the ways students respond and
in the ways students are engaged
Students have varied skills, abilities, needs,
interests, backgrounds, and learning styles
How can UDL assist student’s?
Curriculum is made flexible and customizable
so that individuals can learn in ways that
work best for them
High standards are achieved through different
means in the UDL curriculum
Reduces barriers in instruction
Provides appropriate accommodations,
supports , and challenges, and maintains
high standards for all students, including
students with disabilities
Principles of udl framework
Principle one:
Multiple methods of presentation
How we teach
Example of principle one
To reduce barriers to learning, it is important
to provide instruction through different
sensory modalities (vision, hearing or touch)
Vision– enlarged text
Hearing- sounds amplified
Principle two
Multiple means of action and expression
Recognition
Strategic
Affective
recognition
“The what of learning”
http://www.learningthroughlistening.org/Universal-Design-for-Learning-UDL/2
/
The National Center on Secondary Education and Transition
(NCSET). (2007). Vol. 1 December 2002. Retrieved from
http://www.ncset.org/publications/viewdesc.asp?id=707
Rose, D., & Meyer, A. (2002). Teaching every student in the digital