Universal Design for Learning

By: Candace Calvillo

Interview

For this project I decided to interview my fianc who teaches Special Education. He has 3
years of teaching experience and has worked as a co-teach/resource teacher in the
junior high and Life skills in the high school level.
I wanted to interview him to get an outside opinion about UDL. This topic has had our
cohort in much discussion and I wanted to see how he felt about UDL in the classroom.
Being that we both are in education we are constantly sharing stories about our day. With
that, we dont always cover the mechanics of our classroom.
Questions

1. What is your definition of UDL?

2. How is UDL different from Differentiate instruction?
3. What should UDL look like in a classroom?
4. What grade levels could benefit from UDL?
5. How would you know if UDL is working in your classroom?
6. How would you convince your team or staff to incorporate UDL in their classroom?
What is the definition of UDL
TREVOR
UDL stands for: Universal design for learning
It can be used for all public classrooms.
UDL can also be designed to
accommodate physically disabled
individuals.
Examples: lower sink, wider stalls, wider door
frames, lower light switches, exc.
UDL provides experience and access to the
same environment, curriculum, and material
to all students.
ME
The book defines 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.
How is UDL different from differentiate
instruction?
TREVOR
UDL is an environmental change while
differentiate instruction is tiered for
learning
ME
Differentiate instruction places a lot of
emphasis on formative assessments which
is the base for creating the instructional
decisions. DI is constantly assessing
students then determining what they
need and making the appropriate
changes.
UDL: rather than make the adjustments as
problems arise in the lesson, the teacher
anticipates these problems and
incorporates modifications into the
curriculum from the outset.
What should UDL in a classroom look like?

TREVOR
Access to wheelchair desk ME
Door frame wide for physical handicap Posted Lesson Goals
Elevators Assignment options
Lower lockers Flexible work space
Light switches Regular feedback
Open space Digital and Audio text
Visual and digital assistance
What grade levels could benefit from UDL? Is is just
for special education students?
TREVOR
UDL can improve educational outcomes
for all students, not just those with
disabilities.
ME
When students come into the classroom
they are carrying a variety of needs, skills,
talents, interest and experiences.
All students in all grades can benefit.
UDL does benefit students with disabilities,
however all student can benefit from the
types of supports the curricula designed
using UDL provides.
How would you know if UDL is working in
the classroom?
TREVOR
The proof that UDL is being successful in my
classroom is if all student are capable of
operating in the classroom.
That no one student is struggling due to
environment.
ME
Students have multiple means of
representation for acquiring, processing and
integrating information and knowledge.
Students have options for navigating and
demonstrating their learning.
Students have multiple means of
engagement
Students individual needs are being met
Students are being challenged
appropriately and motivated to learn.
How would you convince your staff or team to
incorporate UDL in the classroom?
TREVOR
Show the benefits of learning for students with
access to a designed environment opposed to
those that are not
Provide professional development
Possibly create a support team
ME
UDL improves educational outcomes for ALL
students by ensuring meaningful access to the
curriculum within an inclusive learning
environment.
In addition, UDL complements existing school
reform initiatives, such as Response to Intervention.
Showing staff data and research that shows UDL
can benefit more students.
Making UDL part of school improvement plan
Have a UDL leadership team
Professional development
In Closing

With the help of this course, reading the textbook, and the discussions with my classmates,
I now feel comfortable, confident, and determined to not only explain UDL but
incorporate UDL in my classroom correctly.
Reference

Novak, K. and Rodriguez, K. (2016). Universally designed leadership. [Wakefield, MA]: CAST
Professional Publishing.