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Michelle Karwowski
Professor Alqahtani
Edu315
19 April 2016
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UDL stands for Universal Design for Learning. The UDL’s focus is on the environment
in order to create an accessible place for all people, with or without disabilities, to reduce barriers
in everyday life. UDL “is a set of principles for curriculum development that give individuals
equal opportunities to learn” (About UDL, 2012). By following UDL in the classroom it
provides a framework for teaching to a variety of students and prevents a “cookie cutter”
curriculum. Therefore, applying the Universal Design for Learning in the classroom in the form
UDL provides different variabilities, and takes into consideration that every child learns
differently and therefore should have a curriculum that is adjustable; not specific to a disability
but universal, for everyone. “UDL framework is based in the neuroscience of learning and its
principles emphasize three key aspects of pedagogy: the means of representing information, the
means for the expression of knowledge and the means of engagement in learning” (Rose, 2005,
p.509). This is important to infuse into classrooms because it makes learning universal, fun and
ways in order for children to see multiple means of representation. Lessons will incorporate
ways that children can use every part of their brain and find out how they are an “expert learner”.
purposeful, motivated learners (About UDL, 2012). Providing options for sustaining effort and
persistence such as varying demands and resources to optimize challenges, are principles of UDL
comprehension, such as clarifying language and syntax as well as offering alternatives for
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auditory information. The last goal for UDL is to provide multiple means of action and
expression in order to create a strategic and goal-directed learner. By providing guides to set
goals, supporting planning and strategy development as well as using multiple media for
communication, are all ways to increase the expression of learners (About UDL, 2012). These
goals mentioned are how UDL and the curriculum create a positive learning experience in the
classroom. These goals help make the teachers aware of varying lessons and helping children
become aware of what works best for them and that learning can be done in many ways and
forms. It is the teacher's job to implement these goals of UDL in order for children to discover
this and to make sure that all of the students have an accessible way to understand their
education.
Technology also plays a big part in making these classrooms accessible for every student.
“Technology is not synonymous with UDL, but it does play a valuable role in its implementation
and conceptualization” (UDL and Technology, 2012). Technology, when integrated into a lesson
that has incorporated the Universal Design for Learning, ensures that there are even more ways
to get children to see learning can be fun and can be easily understood. Technology does not
need to be used however it increases the variability and accessibility to many individuals making
how using technology helps the children accomplish all the goals mentioned above. One student
said about using smart boards that, “it makes it visual and easy to learn”(Technology in the UDL
Classroom, 2013). Dave Lewis talked about how some children have reading comprehension
issues and technology allows them to enlarge the screen or have other tools necessary to help
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them make learning easier as a whole in the classroom. Technology also expands on the
knowledge and gets the children involved and engaged with the projects in the classroom.
Overall, technology integrated in a UDL classroom helps provide variability and achieve goals
set by the UDL and is a great way to expand on achieving those goals.
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References
UDL and Technology. (2012).CASt Inc. Retrieved April 19, 2017, from
http://www.udlcenter.org/aboutudl/udltechnology
Rose, D. H., Hasselbring, T. S.; Stahl, S., & Zabala, J. (2005). Assistive technology and
universal
design for learning: Two sides of the same coin. In D. Edyburn, K. Higgins, & R. Boone
(Eds.), Handbook of special education technology research and practice (pp. 507-518).
Whitefish Bay, Wl: Knowledge by Design.
Technology in the UDL Classroom. (2013, August 26). Retrieved April 19, 2017, from
http://www.udlresource.ca/?p=1893