Introduction to udl

Universal Design for Learning integrates the strategies good teachers have historically used – multimodal teaching, learning as a process, differentiated instruction, cooperative learning, self-monitoring, embedded assessment, relevant context, and demonstrated learning via multiple media – to create a constructivist model of learning where knowledge is generated by, rather than imparted to, the student (Harrison, 2006; Rose & Meyer, 2002).

The aim is to change the design of the environment rather than change the learner.

We should celebrate students differences' as strengths rather than shortcomings.

When environments are intentionally designed to reduce barriers, ALL learners can engage in rigorous, meaningful learning.