Learning

Universal Design for

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 A Blueprint for Access

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http://www.southgrangemedical.co.uk/website/A81042/files/wheelchair_access1.jpg) http://farm3.static.flickr.com/2267/1570675023_4184aab10d_o.jpg)

Margaret King-Sears (2009) says that Ron Mace originated the idea
of universal design in architecture , planning for access to all, in the
1970s.

According to Myer and O’Neill (2000) “The ‘universal design’ concept

has its roots in architecture and product design, where physical
access is the goal. Architects practicing universal design create
 Universal Design for
Learning

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Universal Design for Learning (UDL) is about designing curriculum and
instruction that gives everyone an equal opportunity to learn according to
their individual learning styles, working strategies, and abilities
(Cennamo, Ross, & Ertmer, 2009).
Why is Universal Design for
Learning Important?

Distributed Processing in the Human Brain

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 Distributed Processing
According to Dr. David Rose
(Laureate Education, Inc., 2009) ,
learning activity is distributed
among three neural networks:
• Recognition Networks
• Strategic Networks
• Affective Networks
These vary among
Individuals. Consequently,
so do the ways people learn.

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 Recognition Networks

Generally residing on the lateral surface of

the back of the brain and the cerebellum,
recognition networks receive and interpret
data from the senses.
(Image Source: http://neurons.wordpress.com/tag/teaching/ )
 Strategic Networks

Strategic networks, generally located in

the prefrontal cortex, plan, execute,
monitor, and adjust behavior.
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 Affective Networks

Affective networks are primarily located in the

limbic lobe, and evaluate patterns, assign
emotional significance, and set priorities.

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 Distributed Processing

Variance in individuals’ neural networks accounts for many

differences in learners’ perceptions, preferences, abilities, and
interests, and various technologies can be employed to
differentiate instruction to address these differences.

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 Technology and UDL
Technology,
particularly digital
information and
communication
technology, can help

http://www.innovationsinnewspapers.com/wp/wp-
support multiple
means of
representation, action
and expression, and
engagement.
 Three Principles of UDL
• Multiple Means of
Representation

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More
• Multiple Means of
Action and
Expression
More

• Multiple Means of
Engagement
More

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 Multiple Means of
Representation
Instructional Methods
In order to better address the

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diversity of recognition networks
represented in our classrooms,
we can present many examples,
highlight important features,
provide a variety of media forms,
and ensure that we have
adequately activated and
developed requisite prior
knowledge (Rose & Meyer, 2002).
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 Technology for
Representation

Most computer operating

systems have built-in options
to make content accessible,
such as text-to-speech,
speech-to-text, font-size
adjustment, and
magnification

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 Technology for
Representation
Audio texts,
films,
pictorial
representatio
ns, and other
alternative
content-
delivery
media may
be used to
reach
curricular
goals.
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 Technology for
Representation

Screen capture of (Image Source: http://www.zoosware.com/asloverview.html)

http://babelfish.yahoo.com/

Captioning software, Braille and sign-language texts, image

search engines, presentation software online translation
programs, and other technological tools can help to provide
support for language and symbols. Digital texts can be
highlighted and manipulated and otherwise customized to
increase comprehension.
 Multiple Means of Action and
Expression
Instructional Methods
Rose and Meyer (2006) recommend
presenting flexible models to illustrate

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a variety of ways to demonstrate skilled
performance. Slideshow presentations,
films, digital stories, concept maps,
audio recordings, podcasts, websites,
blogs, wikis, and any number of other
media may be used to demonstrate
acquisition of content.
 Technology for Action and
Many of the same
Expression
resources that can
be used to provide
multiple forms of
representation,
such as
presentation
software, audio,
video, and other
digital
communication
tools, can be used
for expression as
well.

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 Technology for Action and
Some tools are
Expression
useful for
providing
physical access
to means of
expression
through
adaptations such
as alternative
input devices,
key mapping
software, and
virtual
keyboards.
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Multiple Means of Engagement
Instructional Methods
Because affective networks vary
from student to student, it makes

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sense that offering variety (in
most cases) and choice in media
and contexts for learning
experiences can increase the
likelihood of engaging all learners
(Rose & Meyer, 2006).
 Technology for Engagement
When it comes to
recruiting interest, the
advantages of digital
information and
communication
technology are clear.
These tools provide
access to content and
media forms that
appeal to students,
and are often
inherently interesting
to the generation of
students Mark Prensky
(2005) called “digital
natives” (p. 9). (Image Source:http://www.stickyads.com.au/sticky-now-hiring-are-you-a-digital-native/)
 Technology for Engagement

http://www.edutopia.org/sage-advice-multiple-intelligences-classroom-management
Computers and the Internet have made it easier than ever
to access resources that reflect both curricular content
and student interests.

Digital technology has

given us new tools to
recruit interest, sustain
effort and persistence,

(Image Source:
and help students

)
regulate their own
learning behavior.

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(Image Source: http://www.bbc.co.uk/science/space/playspace/games/jigsaw/jigsaw.shtml http://bejlt.brookes.ac.uk/article/elevator_to_communal_scaffold/ )
Technology and UDL The CAST Website
The Center for Applied
Special Technology

The CAST
website
provides a
great list of
technology
resources at
http://www.udlce
. These are
practical
technology
solutions, listed
according to
UDL Principles
 The CAST Website
The Center for Applied Special Technology
ofessional Development

The CAST
UDL online
modules
offer an
introductory
course on
UDL and a
course on
how to plan
using the
UDL
framework
at
http://udlonlin
.
 The Center for Applied
Special Technology
The CAST
Website

On its “Learning Tools” page, CAST

provides free applications to
facilitate UDL implementation.
Learning Tools

http://www.cast.org/learningtools/index.html
Implication for UDL at Our
School

By implementing the principles of UDL using

the guidelines, professional development
modules, learning tools, and technology
resources available on the CAST website, we
can ensure access to the highest quality
instruction for all learners at our school.
 Multiple Means of
Representation: Information
and content should be
presented in a variety of ways.
CAST Guideline #1: Perception
Options:
• Checkpoint 1.1 Customize the
display of information
• Checkpoint 1.2 Provide alternatives
for auditory information
• Checkpoint 1.3 Provide alternatives
for visual information Back
 Multiple Means of
Representation: Information
and content should be
presented in a variety of ways.
CAST Guideline #2: Language and Symbols
Options
• Checkpoint 2.1 Define vocabulary and
symbols
• Checkpoint 2.2 Clarify syntax and
• Checkpoint 2.3 Provide options for decoding
text or mathematical notation
• Checkpoint 2.4 Provide options that promote
cross-linguistic understanding
• Checkpoint 2.5 Illustrate key concepts non-
linguistically Back
 Multiple Means of
Representation: Information
and content should be
presented in a variety of ways.
CAST Guideline #3: Comprehension Options
• Checkpoint 3.1 Provide or activate
background knowledge
• Checkpoint 3.2 Highlight critical features, big
ideas, and relationships
• Checkpoint 3.3 Guide information processing
• Checkpoint 3.4 Support memory and transfer

Back
 Multiple Means of Action and
Expression: Students should be
able to demonstrate their
understanding in a variety of
ways.
CAST Guideline #4: Action and
Expression Options
• Checkpoint 4.1 Provide options in the
mode of physical response
• Checkpoint 4.2 Provide options for
navigation
• Checkpoint 4.3 Provide options for
accessing tools and assistive
technologies
Back
 Multiple Means of Action and
Expression: Students should be
able to demonstrate their
understanding in a variety of
ways.
CAST Guideline #5: Provide options for
expressive skills and fluency
• Physical action
• Checkpoint 5.1 Provide media options
for communication
• Checkpoint 5.2 Provide options in the
tools for composition and problem-
solving
• Checkpoint 5.3 Provide scaffolding
options for practice and performance
Back
 Multiple Means of Action and
Expression: Students should be
able to demonstrate their
understanding in a variety of
ways.
CAST Guideline #6: Provide options for
executive functions
• Checkpoint 6.1 Guide effective goal-
setting
• Checkpoint 6.2 Support planning and
strategy development
• Checkpoint 6.3 Facilitate managing
information and resources
• Checkpoint 6.4 Enhance capacity for
monitoring progress
Back
Multiple Means of Engagement:
Students need to be engaged in
ways that suit them.
CAST Guideline #7: Provide options for
recruiting interest
• Checkpoint 7.1 Increase individual
choice and autonomy
• Checkpoint 7.2 Enhance relevance,
value, and authenticity
• Checkpoint 7.3 Reduce threats and
distractions

Back
Multiple Means of Engagement:
Students need to be engaged in
ways that suit them.
CAST Guideline #8: Provide options for
sustaining effort and persistence
• Checkpoint 8.1 Provide options that
heighten salience of goals and objectives
• Checkpoint 8.2 Vary levels of challenge
and support
• Checkpoint 8.3 Foster collaboration and
communication
• Checkpoint 8.4 Increase mastery-oriented
feedback

Back
Multiple Means of Engagement:
Students need to be engaged in
ways that suit them.
CAST Guideline #9: Provide options for Self-
Regulation
• Checkpoint 9.1 Provide options for guiding
goal-setting and expectations
• Checkpoint 9.2 Scaffold coping skills and
strategies
• Checkpoint 9.3 Provide options for
developing self-assessment and reflection

Back
 References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom
Use: A Standards-Based Approach.  (Laureate Education, Inc., Custom ed.). Belmont, CA:
Wadsworth, Cengage Learning. King-Sears, M. (2009).

Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners
through technology. Baltimore: Author.

Meyer, A., & O'Neill, L. (2000). Beyond Access: Universal Design for Learning. Exceptional
Parent, 30(3), 59. Retrieved from Education Research Complete database.

Prensky, M. (2005). Listen to the Natives. Educational Leadership, 63(4), 8-13. Retrieved
from Education Research Complete database.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for
learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Universal Design for Learning: Technology and Pedagogy. Learning Disability Quarterly,
32(4), 199-201. Retrieved from Education Research Complete database.