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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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1. Identify a learning need or diagnosis

2. Choose a strategy that supports meets that student's diversity

3. Post on the Padlet and describe the strategy and how it supports students

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Meeting Student Diversity in the Classroom

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Meeting Student Diversity in the Classroom

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Thursday- Editing Narratives Lesson Plan

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1. The diagnosis/learning need

2. The UDL Guideline

3. How it removes barriers to learning.

4. What that means with respect to one of the 2 learning experiences provided.

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1. Learning Need: Dyslexia

2. UDL Guideline 1.1: Support opportunities to customize the display of information

3. How it removes the barriers to learning:

Digital materials allow the display of the same information to be flexible and customizable.

Such flexibility provides options for increasing the perceptual clarity and salience of information for a diversity of learners and allowing for preference adjustments for others.

4. When editing narratives:

If students share a digital version, dyslexic students can:

Use speech to text to listen to the writing

Use built in spell checkers to make suggestions

Change the font to a dyslexia friendly font

Increase font size

Use colored backgrounds or other accessibility settings

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Symptoms:

Difficulty with basic math operations (addition, subtraction, multiplication, division)

Trouble with number sense and place value

Problems with time-telling and money management

Difficulty understanding mathematical concepts (fractions, decimals, percentages)

Struggle with solving word problems

Poor memory for math facts

Difficulty with spatial reasoning and visualization

Anxiety and frustration when faced with math tasks

Causes:

The exact cause of dyscalculia is unknown, but it is believed to be related to a combination of genetic and environmental factors. It may involve differences in brain structure and function, as well as cognitive processes involved in number processing.

Diagnosis:

Dyscalculia is typically diagnosed based on a comprehensive evaluation that includes:

Observation of the individual's math skills

Review of academic records

Interviews with the individual, parents, or teachers

Standardized tests of math ability

Treatment:

There is no cure for dyscalculia, but interventions can help individuals improve their math skills and cope with the challenges of the condition. These interventions may include:

One-on-one tutoring, Specialized math programs, Use of visual aids and manipulatives, Strategies for improving working memory and attention, and Accommodations in school .

With appropriate support and interventions, individuals with dyscalculia can make significant progress in their math abilities.

Prognosis:

With appropriate support and interventions, individuals with dyscalculia can make significant progress in their math abilities. Many are able to acquire the skills they need to succeed in school, work, and everyday life. However, some individuals may continue to experience challenges with math throughout their lives.

How to support a student with dyscalculia

To support students with dyscalculia in the classroom, teachers can utilize multisensory instruction, visual aids, concrete manipulatives, and assistive technologies, while also breaking down problems, providing extra time, and fostering a supportive learning environment.

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1. Language disorder: difficulties with syntax/morphology (grammar) and semantics (vocabulary).

2. 2.1-2.5: clarify vocabulary, clarify syntax and structure, support decoding of text, promote understanding across languages, illustrate through multimedia.

3. It removes barriers by helping all understand the vocabulary and sentences presented as well as express themselves more effectively.

4. As far as editing narratives lesson plan, this would mean explicitly teaching the grammar with a visual of the grammar rules written (include on the checklist). Spelling conventions can be written. Allowing them use tools such as text to speech and speech to text as needed. Allow use of online dictionary and translator tools.