U niversal D esign for L earning

1. Universal Design for Learning What is it and how can it help you reach all of the students in your co-taught classroom?

2. How do you build and implement a curriculum that helps all students learn and achieve to the best of their abilities? UDL was first developed in the 1990s by researchers at the Center for Applied Special Technology (CAST). They define UDL as: “…a research-based framework for designing curricula – that is educational goals, methods, materials and assessments – that enable all individuals to gain knowledge, skills and enthusiasm for learning. This is accomplished by simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students.”

3. As we learn about UDL, keep the following keywords front and center in your mind: “flexible,” “alternatives,” “choices,” “anticipate” and “proactive.” 

4. Key Elements of UDL • A “one-size-fits-all” approach to teaching simply does not work; every child – not just the students  with disabilities – is different from another • Educators must adjust their curricula to fit their students and not ask their students to adjust to the curricula • It is not enough for students to have access to the classroom and the content available in the classroom; they must also have access to learning in the way that works best for them • Every child can learn and every child has the right to appropriate instruction

5. Origins of UDL • The principles of Universal Design for Learning (UDL) emerged as a result of the universal design movement in architecture and product development that began in the early 1980s. At that time, society began to address access to public facilities by eliminating architectural barriers. The concept of universal design was created by architect Ron Mace, who was frustrated by the many buildings that did not take into account all of the different kinds of people who would be using them. He defined universal design as: “…the design of products and environments to be usable by all people, to the greatest extent possible, without the need of adaptation or specialized design.”

6. Theory Behind UDL • The recognition network is where we process information gathered by our senses, e.g. words that we have read or heard, images that we have seen and objects that we have touched. This network is all about the information coming INTO our brains and represents the “what” of learning. • The strategic network helps us to organize our ideas and then plan and carry out tasks based on these ideas. When we answer a question on a test or build a diorama, we are using the strategic network. This network is largely about information going from our brains OUT TO our muscles so that we can act. It is the “how” of learning. • The affective network is about which things interest and challenge us. For example, when a child becomes excited about math because he can use it to measure the speed of a rocket (as opposed to using numbers in a more abstract way), it is because his affective network is engaged by the idea of the rocket. The affective network is about the “why” of learning, the activities or ideas that MOTIVATE us to learn

7. Three Main Principles Representation Action and Expression Engagement

8. How? • Goals • Instructional Materials • Instructional Methods • Assessments In every area of the curriculum, the key to using UDL is to reduce or eliminate barriers to student learning. This requires applying UDL’s 3 main principles of representation, action and expression, and engagement in a systematic way. Even excellent teachers can unintentionally have barriers that prevent some students from learning.

9. http://udlwheel.mdonlinegrants.org/

10. Interactive Activity • Objective: • To explore the UDL interactive and consider ways to use it with your co-teacher or other colleagues to help increase understanding and the use of the Universal Design for Learning Principles http://marylandlearninglinks.org/3816 As you work through this at the appropriate level, think about how you might use the UDL Interactive in your work with others (colleagues, parents, students).