A closer look at

what, how, and why

Universal Design for Learning

What is UDL?

Research-based frameworkRemoves learning barriersAnticipates the needs of all students

How does UDL look?

Flexibility in:Information presentation

Student responseStudent engagement

Why is UDL effective?

ProvidesFlexibility

+Reduces Barriers in Instruction

=

HighAchievement

For AllStudents

UDL is what, how, and why!

Classroom instruction should include:

UDL is what, how, and why

UDL in the Classroom

Teacher Provides:Multiple ways of

presenting the lessonMultiple means of

expression, and assessment

Multiple means of student engagement

Students have:

Options for how they learn

Choices for how they demonstrate learning

Choices which will engage student interest

Classroom Before UDL

Teacher dominating discussion

Limited variety of materials

One type of final product required for all students

Classroom After UDL

Teacher provides choicesLessons incorporate a variety of technology or

examplesVariety of routines and systems are set upVariety of materials are accessible allowing

student useTechnology is available for students

References

CAST Master Reference: http://www.cast.org/pd/initiatives/masterref.html The Teaching Every Student (TES) section of the CAST Web site supports

educators in learning about and practicing Universal Design for Learning (UDL). http://www.cast.org/teachingeverystudent/

Rose, D.H., Meyer, A., & Hitchcock, C. (Eds.). (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard University Press.

Rose, D. H., Hasselbring, T. S., Stahl, S., and Zabala, J. S. (2004). 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. Knowledge by Design, Inc., http://www.knowledge-by-design.com/