Universal Design for Learning

Universal Design for Learning (UDL) is a set of principles for curriculum development and implementation 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. (National Center on Universal Design for Learning)

UDL is intended to increase access to learning by reducing physical, cognitive, intellectual, and organizational barriers to learning, as well as other obstacles.

Elements of Universal Design for Learning

Reconition Network

Multiple Means of Representation

All about how we gather information and categorize it (see, hear, read)

Quick Examples:

- Adding visual options to the activity (font, colors, size, visual layout, pictures, graphics, video)

- Adding auditory options to the activity (audio recording, voice over when scanning over item)

- Use of multiple apps that focus on different areas of a topic/skill

- QR Codes for looking up information about specific topics

Recognition Network - Steps for Implementation:

Guideline 1: Provide options for perceptions

Font and font size, images, or other visual content
Contrast between background and text or image
The color used for information and emphasis (e.g., bold or alternating colors)
The volume or rate of speech or sound
The layout of visual aspects
Speech to text
Visual charts, pictures, or graphs
Provide written notes for videos
Use symbols to highlight or emphasize specific areas of focus
Provide visual or tactile (e.g., vibrations) for alerts within the classroom and on assignments (visual timers)
Provide descriptions for all images, videos, or graphics
Provide auditory cues for key concepts and transitions

Guideline 2: Provide options for language, mathematical expressions, and symbols

Pre-teach vocabulary and symbols
Clarify unfamiliar terms or math formulas
Make connections to previous learning concepts
Allow text to speech
Provide all key information in student's first language
Link vocabulary words to familiar words in first language
Provide electronic translation tools
Provide information in multiple media options
Use of hyperlinks and other website supports

Guideline 3: Provide options for comprehension

Activate prior subject knowledge
Utilize advanced organizers, outlines, unit organizers, checklists, templates
Pre-teach critical prerequisite concepts with models
Use of analogies and metaphors
Provide examples and non-examples
Highlight previously learned skills that relate to current content

Strategic Network

Multiple Means of Action & Expression

Looks at how student organize and perform tasks (writing, solving problems)

Quick Examples:

- Access to various tools to assist with responses (audio record voice, voice-to-text, video record, type, hand write)

- Multiple means of communicating and collaborating with others (Google docs, Facetime, Dropbox, Email, iMessage)

- Adaptations to navigation tools

- Notification tools and calendar apps

Strategic Network - Steps for Implementation:

Guideline 4: Provide options for physical action

Allow verbal interaction with others
Allow structured movement around classroom environment
Utilization of assistive technology for students mobility needs
Provide options for writing, typing, or oral presentation
Make sure the assistive technology being used is appropriate for the curriculum and ensuring students engage in all aspects of the lesson and activities associated with the lesson

Guideline 5: Provide options for expression and communication

Consider the use of art, music, dance for unit activities
Include the use of manipulatives and hands on opportunities
Allow the use of spell-check and grammar check software
Allow the use of calculators
Model multiple ways of solving problems, and encourage students to use the method that they find most effective and efficient
Provide graphic organizers (or other organizational methods) for new writing assignments

Guideline 6: Provide options for executive functions

Model goal setting and how to create appropriate goals
Encourage students to set reasonable goals for themselves
Model planning strategies to meet goals
Provide space on problem solving activities for students to write down what strategies or process they will follow to address the problem
Provide graphic organizers, unit checklists, or other organizational strategies
Provide rubrics or templates to encourage students to reflect on their progress
Encourage self-monitoring and self-reflection

Affective Network

Multiple Means of Engagement

Determines how students get engaged and stay motivated (how they are challenged, excited, and interested)

Quick Examples:

- Provide multiple choice options on assignments

- Minimize distractions (airplane mode for pop up ads, closing out other apps, disabling various features)

- Increase the level of communication and collaboration with peers/adults

- Use of student survey on what features they prefer

Guideline 7: Integrate students' interests in class materials

Conduct interest inventories and personal information surveys
Encourage students to share information about their favorite books, movies, sports, and hobbies
For specific content areas, have students come up with problem solving activities related to their interests (e.g., the soccer player ran 3 feet per step and it took him 10 steps to get to the ball. How many feet was he away from the ball)
Have student conduct research about a topic of their choice and they become the "expert" in the class on that topic
Conduct a post-unit survey to obtain information about what students liked and disliked about the activities
Have a student "test out" of a specific part of a unit, and allow them to research a new area related to the unit
Allow students to make choices about what they learn about in a unit
Provide various preferred options of completing projects and tasks (e.g., iPad, computer, internet research, collaboration with peers, independent work)

Guideline 8: Encouraging your students to persevere

Use growth mindset focused statements
Remind students of how far they have come
Provide periodic times for students to reflect on what they have learned so far
Provide notes of encouragement
Set multiple due dates for specific aspects of bigger projects and papers
Have students take a pre-test and post-test so they can see their progress

Guideline 9: Encourage self-regulation

Hold periodic individual student conferences to meet with students on their progress
Ask students to self-assess their participation
Teach students coping skills
Teach students to break large projects into manageable deadlines
Teach students strategies for managing frustrations and seeking external emotional support