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This UDL daily checklist is a tool that I found here.  Educators can use this as a reflection tool to determine if their lessons have met the main criteria for UDL. The checklist examines means of representation, action/expression, and means of engagement which are the main areas within UDL. This could be used on a daily basis at the end of each lesson or it can be used when designing a larger unit or even when planning projects or long-term assignments for students. This checklist is in PDF form, but a word version of the document is accessible at theudlproject.com. The word version of the document can be edited to add more methods of meeting the three main principles. Reflection is important, so the educator can evaluate their methods. They can use it to determine if they truly provided learners with multiple ways of learning the material. The checklist provides a streamlined method of breaking down each of the principles into components that can be analyzed to determine if the teacher is addressing everything or if they need to make adjustments to their lesson strategies in the future.

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This video provides a quick overview of providing choice for assessment within the UDL guidelines. Learners should have multiple options for demonstrating their knowledge. Teachers are responsible for designing assessments that provide learners with different options to demonstrate their learners. This allows learners to feel more confident, self-directed, and connected with their learning. Teachers need to make sure they provide the "right kind of choice" meaning choices within assessments, between different types of assessments, choice of media, and choice of grading schemes. Providing choices and options links to the principles of UDL because choices allow learners to find options that fit their needs.

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K-12 teachers must engage in numerous professional development opportunities in order to renew their license. I receive numerous emails about online professional development courses. I decided to check one of the common platforms used by my school district for online PD which is Advancement Courses. If you type universal design in the search bar it has multiple UDL related courses. This course is called "The What, Why and How of Universal Design for Learning." The course overview states that it will help teachers develop strategies for using UDL to plan instruction that will meet the needs of diverse learners, multiple methods of engaging and communicating with students, ways to provide students with choices as they demonstrate their knowledge of topics, and ways to strategically utilize technology within the UDL framework. All of these learning topics are important in the integration of UDL.

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Creating Accessible Curriculum with Universal Design for Learning Framework

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With the systems and strategies from this PD course for teachers, you will be able to create a classroom environment and curriculum tailored to engage and challenge students of wide-ranging abilities.

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Guide for selecting media to promote learning for all students in science 

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Guide for selecting media to promote learning for all students in science 

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This guide was published by GBH Education who has been a longtime collaborator with PBS Learning Media. This is another free resource for educators. This guide begins by discussing how it is the educational systems or the curriculum that is failing minority groups or learners with disabilities in science. The problem is not the student's problem, the problem lies within the design of the material. This connects with one of the central principles of UDL as described by Cook & Rao in 2018. The goal of using UDL is to make learning accessible for all learners or to change the deficits in the curriculum to create better access to learning for everyone (Cook & Rao, 2018). The guide proceeds to explain how science can be taught using the anti-deficit perspective (which links to the main premise of UDL).

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A Teacher's Guide to Educational Media for Diversity and Equity | PBS LearningMedia

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Learn about the three principles to consider when teaching from an anti-deficit perspective. Use this Guide to help select and contextualize media to promote culturally and linguistically responsive teaching and learning in your science classroom.

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PBS Learning Media: Example of Integrating UDL in Science

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PBS Learning Media: Example of Integrating UDL in Science

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The GBH Educational Foundation partnered with NASA and PBS to create K-12 units for Earth, space, and physical science learning standards. It includes interactive resources for multiple topics and age groups. Students are able to use text audio in English and Spanish. The vocabulary glossaries are provided in English and Spanish. The content is represented in multiple ways via text and multiple forms of media. Students can find vocabulary support embedded in the content as needed via text, images, and videos. The resources provided are also accessible to students who use assistive technology such as screen readers, screen magnifies and braille display devices. Students are given the choice to work independently or with a group at the beginning of each lesson. Many of the interactives give students the option to take notes in embedded graphic organizers as they complete the activity. There are built in scaffolds throughout the lessons to provide students with extra support as needed.

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Earth and Space Science Resources Funded by NASA | PBS LearningMedia

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Engage K-12 students with phenomena and science practices using this collection of supplementary digital media resources created by GBH in collaboration with NASA. The resources align with key NGSS Earth, space, and physical science disciplinary core ideas.

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This resource is an online collection of UDL lesson plans designed by educators across various subject areas and ages. Educators can search for pre-made lessons and resources, or they can create and share their own resources. I was able to easily create a username to access this free resource. You can search for resources by content area, grade level, type of media, and purpose. This resource ties in with one of the core principles of UDL which is multiple means of representation. Through this resource educators can access numerous pre-made lessons that integrate UDL in a variety of ways. They can use these lessons as is, or they can adapt the lessons to fit the needs of their target learners.

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What is CAST UDL Exchange?

It is a place to browse and build resources, lessons and collections. You can use and share these materials to support instruction guided by the UDL principles.

UDL Exchange includes

UDL Resources

Materials such as websites, documents, images, presentations, audio, video, etc. that support implementation of UDL.

UDL Lessons

Lesson plans that address the variability of all learners through the application of UDL.

UDL Collections

Sets of resources/lessons organized around a theme to support UDL practices.

UDL Exchange Tools

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It is a place to browse and build resources, lessons and collections. You can use and share these materials to support instruction guided by the UDL principles. Materials such as websites, documents, images, presentations, audio, video, etc. that support implementation of UDL. Lesson plans that address the variability of all learners through the application of UDL.

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https://www.youtube.com/watch?v=ViQjOM3NK7c

CORGI allows students to create digital graphic organizers using multiple modalities. It was developed by CAST and the University of Kansas using the main principles of UDL. This is a useful resource because the graphic organizers and media can be adapted to the individual needs of learners which provides numerous opportunities to personalize content. UDL promotes providing learners with multiple means of representation, expression and engagement (Cook & Rao, 2018). CORGI can be a tool that addresses these fundamental features of UDL, because it can utilize numerous features such as text, text to speech, images, videos, and simulations. These features can allow each learner to have access to content in a variety of ways because they can choose how to receive the content based on their needs or preferences.

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This video provides an example of how to use UDL in a middle school math class. The target learners were in the sixth grade. It begins by providing an overview of UDL strategies. The narrators described how each of the UDL strategies were incorporated in the lesson. They provided a rationale for each of the features of the lesson and how it addressed the needs of different learners. The teacher did an excellent job incorporating UDL because they used multiple learning modalities including drawing, manipulatives, one on one instruction, whole group instruction, working in small groups, exit slips, and graphic organizers. This made the subject matter accessible to a variety of learners in multiple ways.

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Math Teaching Models: Universal Design For Learning

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The UDL Instructional Planning Process is a useful PDF that has organized five steps that educators can use when implementing UDL. The organizer briefly describes and lists criteria for each step. This tool can be useful to educators that are in the first stages of learning how to implement UDL. This resource provides a good overview for things to consider when anticipating the needs or learners in their environment prior to trying to teach a lesson.

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The UDL Guidelines is a free resource provided by CAST. It outlines strategies that can be integrated in curriculum and instructional practices. Teachers should identify the needs of their learners as they make instructional plans and brainstorm strategies to make the content accessible in a variety of ways. These strategies and tools should be addressed before the lesson is presented to students. In UDL, educators must keep in mind that neurovariability is considered normal and they must make necessary plans to provide all students with the opportunity to learn (Cook & Rao, 2018). This is a great resource because it outlines the three main components of the UDL framework. It provides numerous suggestions and resources to address the three components: engagement, representation, and action/expression.

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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.

UDL Rising to Equity

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. Do you use social media? Join the conversation happening now in the #UDLrising hashtag.
Meet the UDL Rising to Equity Advisory Board Meet the UDL Rising to Equity Stakeholder Council

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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.