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Ohio UDL Collaborative - December 2023 (UDL Entry Conversations) 

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Ohio UDL Collaborative - December 2023 (UDL Entry Conversations) 

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Ohio UDL Collaborative Flexible Learning Options - December2023

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What is UDL? Universal Design for Learning Explained (3 minutes)

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National Center on Universal Design for Learning

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Ohio UDL Collaborative - January 2024 (Firm Goals, Flexible Means)

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Ohio UDL Collaborative - January 2024 (Firm Goals, Flexible Means)

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Ohio UDL Collaborative Flexible Learning Options - January 2024

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Ohio UDL Collaborative - February 2024 (Neuroscience)

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Ohio UDL Collaborative - February 2024 (Neuroscience)

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Copy of The Ohio UDL Collaborative Flexible Learning Options - February 2024

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LINCS | Adult Education and Literacy | U.S. Department of Education

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TEAL Center Fact Sheet No. 2: Fact Sheet: Universal Design for Learning

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UDL is an approach to curriculum design that can help teachers customize curriculum to serve all learners, regardless of ability, disability, age, gender, or cultural and linguistic background. UDL provides a blueprint for designing strategies, materials, assessments, and tools to reach and teach st…

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Influenced by the Americans with Disabilities Act of 1990, the concept of Universal Design (UD) originated in the field of architecture, recognizing buildings with built-in accessibility for everyone was a superior approach to retrofitting buildings to accommodate diverse individual needs. The concept of Universal Design for Learning (UDL) emerged in the late 1990s, focusing on principles of UD but instead applied to schools, classrooms, and curricula.

Like UD, UDL is about front-loading, not retrofitting. It's about designing curriculum and instruction to meet the diverse needs of all students in the classroom -a microcosm of our diverse society, for which architectural UD was first envisioned. As educators, we must anticipate diversity in the classroom, which is today's norm, instead of searching for and adding instructional elements and options after the lesson or unit of study has been developed.

Both frameworks address physical accessibility in education by offering options for perception. However, UDL also emphasizes additional aspects of learning, such as processing information and building deeper comprehension of content; utilizing executive functioning, organizational skills, and progress monitoring abilities; engaging in the learning environment; and defining self-assessment and self-reflection strategies. Applying the UDL principles to lesson and curriculum design, you can make decisions about a range of methods, materials, and media needed to scaffold and support learning for all learners. In addition, UDL can help build student independence and self-regulation through a gradual release of scaffolds and supports.

Current challenges in our public schools include increased diversity in classrooms, high expectations for all students, high-stakes testing, and accountability for all students. As educators, we now need to be successful with a much more diverse group of students, including English learners, students from other cultures, and students with diverse abilities.

All students commonly attend the same schools, learn in the same classrooms, and access the same curriculum. Schools, teachers, and students are accountable for progress and demonstrable learning outcomes in the regular education curriculum. Neither an exclusive print-based nor exclusive digital-based curriculum is designed for flexibility to adjust to different learner needs. In a UDL-designed classroom, all students are offered increased opportunities to access, participate, and progress in the general education curriculum.

UDL is based in neuroscience, which indicates the learning brain is organized into three neuro-networks-affective, recognition, and strategic. Each brain network is associated with a UDL principle of learning:

Engagement, the "why" of learning;

Representation, the "what" of learning; and

Action and expression, the "how" of learning.

As you design your curriculum, you should use the UDL framework to structure and organize strategies for learner access, interpretation and processing, and internalization of content knowledge and skills. Access is the first step in the learning process. Interpretation and processing are how the student makes meaning of bits and bytes of information, connects to previous learning, and creates new learning. Internalization is when the student engages with automaticity; the knowledge and skills have now become a part of who they are. By linking to the principles above, you can explore more about these strategies to provide for student access, interpretation and processing, and internalization.

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Universal Design for Learning: An Introduction | NEA

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UDL is a method for developing curricula to support all students, including students with disabilities.

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Influenced by the Americans with Disabilities Act of 1990, the concept of Universal Design (UD) originated in the field of architecture, recognizing buildings with built-in accessibility for everyone was a superior approach to retrofitting buildings to accommodate diverse individual needs. The concept of Universal Design for Learning (UDL) emerged in the late 1990s, focusing on principles of UD but instead applied to schools, classrooms, and curricula.

Like UD, UDL is about front-loading, not retrofitting. It's about designing curriculum and instruction to meet the diverse needs of all students in the classroom -a microcosm of our diverse society, for which architectural UD was first envisioned. As educators, we must anticipate diversity in the classroom, which is today's norm, instead of searching for and adding instructional elements and options after the lesson or unit of study has been developed.

Both frameworks address physical accessibility in education by offering options for perception. However, UDL also emphasizes additional aspects of learning, such as processing information and building deeper comprehension of content; utilizing executive functioning, organizational skills, and progress monitoring abilities; engaging in the learning environment; and defining self-assessment and self-reflection strategies. Applying the UDL principles to lesson and curriculum design, you can make decisions about a range of methods, materials, and media needed to scaffold and support learning for all learners. In addition, UDL can help build student independence and self-regulation through a gradual release of scaffolds and supports.

Current challenges in our public schools include increased diversity in classrooms, high expectations for all students, high-stakes testing, and accountability for all students. As educators, we now need to be successful with a much more diverse group of students, including English learners, students from other cultures, and students with diverse abilities.

All students commonly attend the same schools, learn in the same classrooms, and access the same curriculum. Schools, teachers, and students are accountable for progress and demonstrable learning outcomes in the regular education curriculum. Neither an exclusive print-based nor exclusive digital-based curriculum is designed for flexibility to adjust to different learner needs. In a UDL-designed classroom, all students are offered increased opportunities to access, participate, and progress in the general education curriculum.

UDL is based in neuroscience, which indicates the learning brain is organized into three neuro-networks-affective, recognition, and strategic. Each brain network is associated with a UDL principle of learning:

Engagement, the "why" of learning;

Representation, the "what" of learning; and

Action and expression, the "how" of learning.

As you design your curriculum, you should use the UDL framework to structure and organize strategies for learner access, interpretation and processing, and internalization of content knowledge and skills. Access is the first step in the learning process. Interpretation and processing are how the student makes meaning of bits and bytes of information, connects to previous learning, and creates new learning. Internalization is when the student engages with automaticity; the knowledge and skills have now become a part of who they are. By linking to the principles above, you can explore more about these strategies to provide for student access, interpretation and processing, and internalization.

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Universal Design for Learning: An Introduction | NEA

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UDL is a method for developing curricula to support all students, including students with disabilities.

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Too many educators feel that their autonomy has been taken away by standards, scripted curriculum, and ultimately, standardized testing. It doesn't have to be this way. We need our systems designed to meet the needs of our students, not a test, and give our teachers back the independence to proactively design lessons that engage and support all students.
When we teach students to become expert learners who are purposeful and motivated, resourceful and knowledgable, and strategic and goal-directed - the goals of Universal Design for Learning (UDL) - improved test results will come. Rigorous state-standards will be met. Students will be engaged, self-regulated, and more successful. Teachers will be more engaged and effective. Everyone wins.

UDL is an educational framework based on decades of neuroscience research and is endorsed by the Every Student Succeeds Act (ESSA). This framework is being adopted by teachers, schools, and districts around the globe and is considered best practice for teaching ALL students in an inclusive learning environment. UDL empowers both teachers and students by putting students in charge of their own learning.

Yet, there continues to be many misunderstandings about what UDL is and is not. I've put together this infographic to help spread the word about UDL and provide some practical tips for implementing UDL. I'll be the first to say that UDL can't be learned by just looking at an infographic, but with your help, we can spread the word about this education framework that has the ability to shape the future success of all of our students.

What is UDL?

UDL is Universal Design for Learning, an education framework based on decades of research in neuroscience and endorsed by the Every Student Succeeds Act. UDL is considered best practice for teaching all students in an inclusive learning environment.

The goal of UDL is to create learners who are purposeful & motivated, resourceful & knowledgable, and strategic & goal oriented, in other words, expert learners.

Start by embracing learner variability. There is no such thing as an "average" student. Every student has different strengths and weaknesses.

With UDL, teachers transition their role to facilitator, removing barriers to learning by giving students options and choices that empower them to take control of their own learning and reach rigorous state-standards. To universally design lessons, teachers must provide multiple means of engagement, multiple means of representation, and multiple means of action and expression.

Are you ready to start learning more about UDL and integrating it into your daily practice? Enroll in one of our online courses.

Not sure where to start?
Editor's Note: This blog has been updated from its previous version first published in Dec. 2018.

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What is UDL? Infographic - Novak Educational Consulting

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This UDL infographic gives you a brief summary of what UDL is and why it is worth learning more about.

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What is Universal Design for Learning (UDL)?

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Episode · The Education Table · In the premiere episode of The Education Table, join me, Katie Novak, as I answer the question, what is Universal Design for Learning (UDL)? I’m going to answer this question in three parts, and in under 10 minutes. First, I’m going to tell you a story and share an anecdote about the value of UDL in our personal lives. Then I’m going to dive into the research and statistics so that you can understand how incredibly important it is for us to use this evidence-based framework. And lastly, I’ll share concrete strategies so you feel prepared to implement UDL, now Let’s dive in! View the show page, resources, transcript and more at https://www.novakeducation.com/the-education-table-what-is-udl Sign up for my monthly newsletter - https://info.novakeducation.com/newsletter-sign-up To learn more, explore NovakEducation.com View all episodes - NovakEducation.com/TheEducationTablePodcast

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How can you create inclusive classrooms, design for learner variability, and remove barriers to learning? Dr. Catlin Tucker talks with Dr. Katie Novak, author and professor at the University of Pennsylvania, about Universal Design for Learning (UDL) as a solution to the wide variety of student needs in a class. They discuss the belief system behind UDL, why it works well with blended learning, and how you can develop a framework that will drive your career until you retire. Dr. Tucker also announces she has authored an upcoming book with Dr. Novak on the intersection of blended learning and UDL. Listen now.

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universal design for learning with dr. katie novak

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‎The Balance, by Dr. Catlin Tucker: Universal Design for Learning with Dr. Katie Novak on Apple Podcasts

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How can you create inclusive classrooms, design for learner variability, and remove barriers to learning? Dr. Catlin Tucker talks with Dr. Katie Novak, author and professor at the University of Pennsylvania, about Universal Design for Learning (UDL) as a solution to the wide variety of student needs...

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What is Different About the UDL Guidelines 3.0, and Why Are These Differences Important?

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Episode · The Education Table · In this Episode of The Education Table with Katie Novak, we’ll tackle the question, what is different about the updated version of the UDL Guidelines (UDL Guidelines 3.0)?, and we’ll discuss why these differences are important (for our learners, our teachers, our learning communities). Katie will share a story that illustrates the shift in focus from creating expert learners to cultivating learner agency (hint, a big focus of the update!), delve into the key differences in the guidelines, and discuss how these changes can impact your teaching practice. With Universal Design for Learning rapidly taking over as best practice in schools, workplaces, and design - this episode is a must listen for those looking to understand the shift in language and implementation with the new update to the UDL Guidelines 3.0. Hit play on The Education Table. Join the movement. View the show page, resources, transcript and more at https://www.novakeducation.com/the-education-table-udl-guidelines-3 Jigsaw activity template Sign up for Katie Novak’s monthly newsletter - ⁠https://info.novakeducation.com/newsletter-sign-up Learn more about UDL, MTSS, & Inclusive Practices, explore NovakEducation.com⁠

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UDL and Differentiated Instruction Explained

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Episode · The Education Table · Let’s dive into the dynamic duo of UDL and DI! In this episode of the Education Table with Katie Novak, we’ll tackle the relationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI). We’ll look at each educational framework’s origin, why a traditional one-size-fits-all approach is not effective, and Katie will share concrete strategies for implementing UDL and DI. By the end of this episode, you’ll understand how UDL and DI can revolutionize inclusive education when used together. Join the movement. Transform education. Hit play on The Education Table. View the show page, resources, transcript and more at https://www.novakeducation.com/the-education-table-udl-and-di Sign up for my monthly newsletter ⁠https://info.novakeducation.com/newsletter-sign-up⁠ To learn more, explore NovakEducation.com⁠

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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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All Books & Products - CAST Professional Publishing

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Browse all of the books and products from CAST Professional Publishing.

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Print, download, and display our UDL Tips on a variety of topics, and make learning more inclusive today.

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Changes from Guidelines Version 2.2 to Guidelines Version 3.0

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Ohio UDL Collaborative - March 2024 (Exploring the Guidelines)

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Ohio UDL Collaborative - March 2024 (Exploring the Guidelines)

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Ohio UDL Collaborative Flexible Learning Options - 3/21/24

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Ohio UDL Collaborative - April 2024 (Access)

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Ohio UDL Collaborative - April 2024 (Access)

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Ohio UDL Collaborative Flexible Learning Options - April 2024

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UDL, DI, & SDI Flexible Learning Options

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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The UDL Schoolwide Implementation Criteria: Guide

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The UDL Schoolwide Implementation Criteria: Guide

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The UDL Schoolwide Implementation Criteria: Full Criteria

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The UDL Schoolwide Implementation Criteria: Full Criteria

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The UDL Schoolwide Implementation Criteria: Self-Assessment

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The UDL Schoolwide Implementation Criteria: Self-Assessment

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The UDL Schoolwide Implementation Criteria: Readiness Indicators

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The UDL Schoolwide Implementation Criteria: Readiness Indicators

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The UDL Schoolwide Implementation Criteria: Goal Setting & Planning Tool

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The UDL Schoolwide Implementation Criteria: Goal Setting & Planning Tool