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Universal Design for learning is a structure of teaching that offers an array of flexible options to a diverse group of learners. The purpose of offering an array of options is so that learners of all styles are able to receive, process, and benefit from the information that is being given to them. This benefits the whole class, rather than just some of the students. The options are given from the start, and matched with what the students “can do”, so that each student has an equal opportunity at the initial time of instruction. Learners have their own unique learning style because they each have their own pattern of processing information in their brain. In providing different methods in teaching, the student is able to choose which style is most meaningful to him/her. In allowing the student to learn by their preferred learning style, students are more likely to process the information based upon their communication and receptive needs. By providing a more meaningful and motivating experience, students will be more excited to learn and will better retain what they are being taught.

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The basic concept of UDL began as a design for architects and consumer products.  Researchers have applied the principles of Universal Design to learning in schools and have used brain research to analyze the application in a classroom learning environment. By providing alternatives to match individuals differences, adaptations create an opportunity for accessibility and interaction.

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• How does UDL help students overcome curricular barriers?

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• How does UDL help students overcome curricular barriers?

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The design principles of UDL are based upon how students learn. The Center for Applied Special Technology (CAST), has used information revealed by neuroscience, to create a three-part framework for how learning happens within the brain. CAST suggests that the three-part framework represents three separate areas in the brain that are interconnected in the learning process. The three parts are referred to as networks, and are identified as; the Recognition network, Strategic network, and the Affective network. Each network has a part in the process of learning. The first network, Recognition, emphasizes the intake or how the brain gathers facts through the sensory channel. Second, the Strategic network is based on how we organize and express our ideas. This system is located in the frontal lobes of our brain. The third network is the Affective Network, which is based on how learners get engaged and stay motivated. This system is located above the brain stem in the limbic system. For information to be stored, information needs to provide to be meaningful, so that the brain is more likely to retain it in for a long term.

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• How would you describe UDL as a framework consisting of principles of MultipleMeans of Representation, Action & Expression, and Engagement as well as relatedguidelines and checkpoints. Be certain to describe the UDL principles in detail.

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• How would you describe UDL as a framework consisting of principles of MultipleMeans of Representation, Action & Expression, and Engagement as well as relatedguidelines and checkpoints. Be certain to describe the UDL principles in detail.

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Todays students in a general education classroom are increasingly diverse in many ways. Because this diversity creates a potential barrier to the reception of information to the student, UDL has provided a method to help teachers and students to overcome curricular barriers. Identifying what the curricular barriers within your teaching lesson is the first step to providing modifications. Next, in diversifying the delivery of your lesson, you can provide different ways for your student to interact with what you are teaching. By diversifying instruction, UDL allows for each pupil’s needs to be met. Delivering material in a way tailored to the individual, based upon their strengths, the instructional needs are able to be met.  An example of providing a tailored method can be as simple as providing pictures during a lecture, so that visual learners have a better opportunity to create connections to instruction being spoken of by the teacher. Not only would the visual learner benefit from the pictures, but for a variety of possibilities, many other students in that class and listening to that same lecture, could make better connections of what the teacher is talking about. When the student is able to engage, the student is also going to be motivated and feel empowered to learn and participate.

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Lesson Plan Link:  https://teachers.net/lessons/posts/4585.html

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I. Lesson Instruction for             Day 1, Part 2: "Have the children observe the flower using their magnify glasses and hands. Encourage the children to pull away the soil, but be careful of the plant".
Curricular Barrier:
Auditory Learners may not understand the parts of the flower that they are observing since they were not verbally told to the students in advance.
Lesson Modifications:
Provide students with the opportunity to hear the parts of the plant that they are looking at before hand so they know what they are suppose to be observing.

II. Lesson Instruction for             Day 1, Part2.
"4. Bring the children back together and identify the parts of the plant. While identifying, have the children follow along with their flower. "
Curricular Barrier:
Visual students may  not understand the concept of the parts without seeing a display of the parts in action and in real life. It might not seem important to them since they don't understand the plants function.
Lesson Modification:
Provide students with a video review of what plants an seeds are, so that the children understand the importance of what they are investigating.

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I. Lesson Instruction for Day 1, Part a:
"1. Split the children into groups of 2 or 3."
Curricular Barrier:
Affective may have a difficult time engaging if they are instructed to work with a partner or in a group.
Lesson Modification:
Students should be given the option to work alone, with a peer, or in cooperative groups.

II. Lesson Instruction for Day 2, Part b:
"2. Hand each child the worksheet about the parts of the plant. Have the children read each word and then identify the way that part of the plant looks. Also, have the children read what each part of the plant does."
Curricular Barrier:
Students who must engage in the method of tactile/kinesthetic may have difficulty with simply reading the word and identifying the part of the plant.
Lesson Modification:
Allow students to practice what they have been shown by demonstrating to their group or the class as a whole that they can identify the parts of the plant.

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I. Lesson Instruction for Day 2, Part B
"1. Review with the children the different parts of a plant. Have the children look at the plants from day 1 to locate the roots, stem, leaves, and flower."
Curricular Barrier:
Auditory learners may have a difficult time simply looking at the plant to locate the parts that they are suppose to remember.
Lesson Modification:
Students should be given the option to create a song to aid them in memorizing the parts of the plant, and then given the option to sing what they've memorized to the class.

II. Lesson Instruction for Day 2, Part B
"3. Hand out the flower parts puzzle. Have the children color the worksheet, while reviewing the parts of the plant. 4. After coloring, the children will cut the worksheet into the identified pieces and place the pieces back into the correct order."
Curricular Barrier:
Auditory learners may have a difficult time completing the hands on craft portion of this task.
Lesson Modification:
Allow students to have the option of using technology to complete this task and express what they've learned by giving an oral report or speech of what they created on their digital device.

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CAST (2018). UDL and the learning brain. Wakefield, MA: Author.Retrieved from http://www.cast.org/our-work/publications/2018/udl-learning-brain-neuroscience.html