Universal Design for Learning (UDL)
Is a set of principles for curriculum development that give all individuals equal opportunities to learn.
UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
There are Three Principals of UDL:
Representation:Teachers need to present information in ways that suit the needs of all students. There is not one means of representation that will be optimal for all learners; providing options for representation is essential. People learn things differently. Individuals differ in the ways that they perceive and comprehend information that is presented to them. Different disabilities, cultural differences, and personal preferences may all require different ways of
approaching content. Learning and transfer of learning occurs when multiple representations are used, because it allows more students to make connections within, as well as between, concepts. Forms of representation can include: slideshows, lecture, reading textbooks, use of digital text, computers, auditory lessons, and student inquiry
activities.
Engagement:The activities and lessons the students participate in need to appeal to a variety of learners. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential for learning. Engagement provides options for recruiting interest,
effort and persistence, and self-regulation. A variety of sources influence individuals variation in what they find motivating including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors such as; spontaneity or routine. Students with learning disabilities often face roadblocks to learning that are avoidable if students are given multiple choices for how to complete a lesson or for assessment. Opportunities to engage with curriculum in ways that capitalize on student strengths maximize the potential for student learning. Some examples of options to provide engagement include: acting out concepts, playing interactive
games, playing online educational games, reading an online module, working in small groups, watching educational videos, building models, working on experiments.
Expression: Learners differ in the ways that they can navigate a learning environment and express what they know. The content should takes precedence over the form of communication; students should be allowed to express what they know without being held back by the medium of the assessment.Some students may excel in one medium, but do poorly in another. Students with disabilities or who lack strong writing skills are at a disadvantage on many of the tests given in today’s average classroom. These students may know the information, but lack the skills to effectively show what they know in the desired format. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. Teachers should be flexible and
provide multiple options for students to show what they have learned. Potential forms of expression for students include: oral presentations, Power Points, creating a quiz, drawing a comic, creating a graphic organizer, written
presentations, skits, group tests, tests on the computer, or creating a brochure.
UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
There are Three Principals of UDL:
Representation:Teachers need to present information in ways that suit the needs of all students. There is not one means of representation that will be optimal for all learners; providing options for representation is essential. People learn things differently. Individuals differ in the ways that they perceive and comprehend information that is presented to them. Different disabilities, cultural differences, and personal preferences may all require different ways of
approaching content. Learning and transfer of learning occurs when multiple representations are used, because it allows more students to make connections within, as well as between, concepts. Forms of representation can include: slideshows, lecture, reading textbooks, use of digital text, computers, auditory lessons, and student inquiry
activities.
Engagement:The activities and lessons the students participate in need to appeal to a variety of learners. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential for learning. Engagement provides options for recruiting interest,
effort and persistence, and self-regulation. A variety of sources influence individuals variation in what they find motivating including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors such as; spontaneity or routine. Students with learning disabilities often face roadblocks to learning that are avoidable if students are given multiple choices for how to complete a lesson or for assessment. Opportunities to engage with curriculum in ways that capitalize on student strengths maximize the potential for student learning. Some examples of options to provide engagement include: acting out concepts, playing interactive
games, playing online educational games, reading an online module, working in small groups, watching educational videos, building models, working on experiments.
Expression: Learners differ in the ways that they can navigate a learning environment and express what they know. The content should takes precedence over the form of communication; students should be allowed to express what they know without being held back by the medium of the assessment.Some students may excel in one medium, but do poorly in another. Students with disabilities or who lack strong writing skills are at a disadvantage on many of the tests given in today’s average classroom. These students may know the information, but lack the skills to effectively show what they know in the desired format. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. Teachers should be flexible and
provide multiple options for students to show what they have learned. Potential forms of expression for students include: oral presentations, Power Points, creating a quiz, drawing a comic, creating a graphic organizer, written
presentations, skits, group tests, tests on the computer, or creating a brochure.