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Universal Design for Learning gives equal access to learning for all students. It creates access for all students and removes any curricular barriers that may arise. It is not just used in special education, but it is an important tool for students with disabilities as well. Teachers can use UDL to make sure all students can understand concepts and show their understanding in a way that best fits their needs. Teachers can accomplish this by developing flexible curriculum and activities with options and alternatives that can apply to all students.

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How did it come about? What has influenced the development of the framework?

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How did it come about? What has influenced the development of the framework?

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The Universal Design for Learning originally derived from Universal Design which was an architectural concept. The original aim of Universal Design was to make everyday objects more accessible to everyone. Universal Design has seven principles that pertain to not only UD but also UDL. Although universal design became the inspiration for Universal Design for Learning, they each have different techniques for achieving their ultimate goals. UDL takes the same principles and ideas of Universal Design and applies them to teaching and learning. Anne Meyers and David Rose took what Ron Mace had done with Universal Design and it inspired the framework for Universal Design for Learning. It changed the way that students were able to access their learning and the way that teachers design their curriculum.

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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 UDL helps students overcome many curricular barriers that they might experience in a traditional classroom. UDL gives opportunities to students with a range of learning disabilities. For example a student who is deaf may be able to understand the class video because it has closed captioning. A student who is blind may be able to understand the book the class is reading because of an audio book. The accommodations however, do not only help those with disabilities. Closed captioning can also help the student who has trouble staying focused on videos. The audio book could be useful for the student who has trouble with reading fluency and comprehension. These are just examples for how UDL can help a range of students overcome the learning barriers that they might face.

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How would you describe UDL as a framework consisting of principles of Multiple Means of Representation, Action & Expression, and Engagement as well as related guidelines and checkpoints.

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How would you describe UDL as a framework consisting of principles of Multiple Means of Representation, Action & Expression, and Engagement as well as related guidelines and checkpoints.

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The Universal Design for Learning is composed of three parts. It supports Multiple Means of Representation, Expression, and Engagement. For Multiple Means of Engagement, a lesson should be relatable to the students, and they should be motivated and excited about what they are learning. Overall, the lesson should develop self-assessment. In a solid lesson plan, there should be multiple ways of delivering the information to the students. This is where Multiple Means of Representation comes in. It helps all different types of learners be able to obtain the information. There should also be varied ways to carry out the activities in the lesson plan so that students are able to try out multiple ways of understanding the information. Lastly, for Multiple Means of Action and Expression, there should be multiple ways for students to demonstrate their understanding so that they can show through their own thinking that they have understood the lesson.(CAST)

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Second Grade Math Lesson: Recalling Math Facts

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Students are asked to turn and talk about what they think near doubles are. If necessary, I work to help students think about what the word near means, and how could that be applied to doubles (doubles plus one).

After students have had a short amount of time to talk with their neighbor,I ask them to think of facts that would be considered doubles facts.

As students share doubles facts, I make a list of these facts on the board. I deliberately write them in "counting" order.

Then, I make a corresponding list of near doubles facts for each double fact. Again, I have the students turn and talk about how the doubles facts and near doubles facts are related.

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Students are asked to turn and talk about what they think near doubles are. If necessary, I work to help students think about what the word near means, and how could that be applied to doubles (doubles plus one).

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Until learning has no limits. (2020, August 21). http://www.cast.org/.