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This video gives the basics of what Universal Design for Learning is and examples of what it can look like in the classroom. It compares UDL to the implementation of the dropped curb---both movements that benefit everyone and promote inclusion.

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When You Design for Everyone, EVERYONE Benefits from the Design

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Implementing UDL in the classroom can seem overwhelming. This article breaks down UDL in the classroom into four beliefs teachers should start with to help UDL seem like less of a daunting task. The article emphasizes UDL as a mindset. I think if we as educators are more conscious about our thoughts and believing in our students, the result will be a classroom full of students who each accomplish their version of success.

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Differentiated Instruction

Teachers can encourage high school students' success by focusing on learner variability and creating customizable learning experiences.

Universal Design for Learning (UDL) is a framework that guides educators in designing learning experiences that meet the needs of all learners. It helps teachers move from a one-size-fits-all approach toward one that adapts to learner variability. UDL embraces the idea that we should have firm goals for students-using flexible means to reach those goals. The result is more equitable and engaging classrooms.

How do I know Ted would embrace UDL?

At its core, UDL is a mindset, or set of beliefs, that guides educators in everything they do. And Ted has that mindset. It's all about believing-in students and their potential; in the importance of the process as much as the result; and in the power of continual growth, reflection, and lifelong learning.

Begin by Embracing Four Beliefs

While we become teachers to positively impact students, it's easy to feel overwhelmed with day-to-day challenges, especially in these past few years. Still, ask any teacher, and they'll say that the goal of education is more than just helping students acquire and regurgitate knowledge. Instead, we want to equip children with tools for success-show them how to reach their goals and prepare them for ever-changing jobs and a world we can't quite imagine. So how can we do this?

I won't pretend it's easy, but it's crucial to commit to the UDL mindset in order to have success. Embracing the following four beliefs is the first step in designing learning experiences that serve all students.

1. All students can reach the high expectations we set. When we set firm goals for all students, we're sending the message that we believe they're capable. We start by clearly identifying the goals we're focusing on. Then, reflect honestly: Do we truly believe that every student can reach these goals?

As a teacher, I involved students in tracking and monitoring their goals by creating digital Data Notebooks where we tracked academic, behavioral, and other goals. We had frequent one-on-one check-ins and monitored these together. These opportunities to conference around goals made them more manageable and helped us all stay committed to them.

2. Barriers to success exist in the system, not in the students. After firm goals are set, we need to recognize that external barriers can prevent students from being successful. Therefore, we need to be flexible by providing multiple pathways for students to reach their goals. When planning, we can ask ourselves, "What barriers might arise within each of these factors: curriculum, teaching methods, resources, materials, and assessments?"

Multiple means of engagement: Learners vary in how they are motivated and want to engage in learning, so we can provide multiple options for engagement.

Multiple means of representation: Learners perceive and comprehend information differently, so we can provide multiple options for acquiring knowledge.

Multiple means of action and expression: Learners vary in how they navigate learning and express what they know, so we can provide multiple options for them to demonstrate learning.

When teaching, I aimed to address many barriers before we began a unit. Sometimes students didn't have background knowledge, so we'd cover relevant topics and skills at the start. Other times, content wasn't academically interesting or culturally relevant, so we found ways to tie it to their lives. I realized that many students needed clearer directions, checklists, and check-ins, so I created systems within our classroom to address this.

3. Learner variability is the norm, so a one-size-fits-all approach doesn't work. We can empower students with choices and autonomy so that they can overcome those barriers and reach their goals. This belief allows us to embrace the three UDL principles that help us design more accessible, inclusive, and engaging learning experiences:

We can put these principles into practice in many ways. Are there opportunities for students to have choice in what topic they study and how they take in information (reading, listening, watching)? Can we create scaffolds for students? Or offer choices in how they demonstrate their learning?

When I created units, I started by looking at our goals and brainstorming ways in which I could offer students autonomy that would still lead them to those goals. Sometimes, they chose their own text or topic. Other times, I offered materials in multiple modalities for them to choose from: reading, watching, and/or listening. Lastly, I saw so much creativity and engagement when students had a choice over how they demonstrated their learning-for example, choosing between a written response, a slide presentation, or a video.

4. Continual self-reflection leads to lifelong, expert learners. There's a lot of uncertainty around the future of work and our world. We know that the ability to learn is crucial. The ultimate goal of UDL is to develop "expert learners" who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed. Even though this approach may make us nervous, when we show trust by giving students choices, when we teach them how to reflect on those choices and their work, and when we value growth as much as results, we are developing expert learners.

In my teaching, I focused on creating an environment where students felt safe and valued. To emphasize growth, I offered opportunities for revisions rather than only grading final work. I built reflection questions into both our end-of-unit review and our everyday work, mainly through exit tickets. Students practiced reflecting on their work and their choices: If they could do the assignment over again, would they have made the same choices? Why or why not?

Start Small

Of course there's more to great teaching, preparing our students for the future, and applying UDL than these four beliefs, but it's only if we hold these beliefs that the other pieces then fall into place.

With so much on their plates, many teachers are feeling overwhelmed right now. It's OK to start small: Commit every day to having high expectations for allstudents. Believe in them. You can print out this 4 Beliefs poster and put it on your desk. Encourage your colleagues to do the same. While it may not seem like you're doing much, you'll be able to feela difference. And better yet, so will your students. Over time, believing in your students can lead to their believing in themselves, which is a gift that'll last a lifetime.

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4 Principles of a Universal Design for Learning Approach

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Teachers can encourage high school students' success by focusing on learner variability and creating customizable learning experiences.

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This website gives 5 examples of what UDL could look like in any classroom at any level within any subject. I think this is relevant because it gives specific examples of ways all teachers can attempt to meet the learning needs of all students in their classroom.

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Center for Applied Special Technology (CAST)

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5 Examples of Universal Design for Learning in the Classroom

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Universal Design for Learning (UDL) is an approach to teaching aimed at meeting the needs of every student in a classroom. It can be helpful for all kids, including kids with learning and attention issues. But UDL takes careful planning by teachers. Here are just a few examples of how UDL can work in a classroom.

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Understanding the 3 Major UDL Principles

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Understanding the 3 Major UDL Principles

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This website has a quick description of the three main principles of UDL as well as a detailed description further down on the page. We have to understand what makes up universal learning in order to implement it!

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UDL, the acronym for Universal Design for Learning, is an educational framework developed by CAST, an Understood-founding partner. It guides the design of learning experiences to respond to the needs of all learners proactively.

When you use UDL, you assume that the impediments to learning are not in the students but the design of the environment. Each UDL principle has a complete set of detailed guidelines that provide an evidence-based approach to understanding how to enhance learning through tools and resources. Each UDL principle is designed to help educators improve how we present information, engage students and create inclusive evaluations. It also harnesses the power of digital technology.

The three Universal Design for Learning (UDL) principles can be applied to the overall design of a study course and the specific instructional study materials and strategies:

Such as learning activities, lectures, learning resources, group work, discussions, online instruction, handouts, labs, demonstrations and fieldwork.

The universally designed curriculum offers students multiple or flexible ways to view or listen to information/representation, expression and engagement and makes a class more inclusive. It also reduces the need for special accommodations for disabled students.

The main purpose of this educational framework is to maximize learning for all students and is based on three key principles. Each principle is accompanied by an extensive set of guidelines on using resources and tools to improve the students learning. Also, educators can use each of these UDL principles to make their presentation of information more accessible and engaging, increase student participation in class, and develop inclusive assessments.

THE THREE PRINCIPLES OF UDL

Multiple means of representation

Known to all, it is necessary to recall some background knowledge that students might already have on a certain topic to help improve their understanding of what they've learned so far. This is what this principle focuses on. The multiple means principle encourages educators to present information in a variety of formats. The same concept could take the form of text, images, video, audio or practical activities. Learners may need technologies and assistive devices that facilitate learning – such as screen readers, automatic fliers, voice recognition programs or closed captions – to access this content.

It is of utmost importance to make information available in multiple formats because learners differ in their perception and understanding of the concepts presented to learners.

Differently-abled learners may not benefit from a one-size-fits-all approach to content and may require different formats to meet their needs. At the same time, there may be others who simply understand certain information more efficiently by audio or visual means than by printed text.

Multiple representations of a concept, also known as dual coding - facilitates learning by enabling students to see the links within individual concepts and between different concepts.

Multiple means of action and expression

The second principle focuses on action and expression, which is essential. Teachers must provide a range of ways for students to express their knowledge by offering them the most interesting means, such as writing an essay on a theme or story or creating a video, etc.

This principle assists educators in providing students with a variety of ways to demonstrate what they have learned. Learners differ in the manner in which they navigate learning environments and demonstrate what they know. For example, learners with significant locomotor impairments, such as cerebral palsy or muscular dystrophy, and those facing language barriers may have different approaches to learning tasks. They may prefer to express their knowledge through a written text, an oral or visual presentation, or a group assignment/project.

Multiple means of engagement

The third principle encourages teachers to use different methodologies to motivate learners. Learners may be encouraged to learn differently. Some of the factors that influence individual change in motivation include culture, neurology, personal relevance and previous knowledge. For example, dyslexic learners are generally able to understand concepts more quickly through learning through experience than through the use of printed text. These students may be motivated to learn if the concepts are taught through activities that use kinesthetic skills, such as acting or role-playing.

Needless to mention, one method of engagement is not suitable for all learners in each setting. Some learners may have a high preference for novelty and spontaneity, while others may prefer a strict routine. Some students may prefer working alone, while others may prefer working in a group.

These principles can be applied to the overall design of a course and instructional strategies and materials to be used to teach a course. UDL principles can also incorporate these principles into presentations, group work, learning activities, fieldwork, discussions and demonstrations to make learning more accessible and efficient for all learners.

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About the Author

Author: Saniya Khan

I am Saniya Khan, Copy-Editor at EdTechReview - India’s leading edtech media. As a part of the group, my aim is to spread awareness on the growing edtech market by guiding all educational stakeholders on latest and quality news, information and resources. A voraciously curious writer with a dedication to excellence creates interesting yet informational pieces, playing with words since 2016.

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Understanding the 3 UDL Principles In Education

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The three Universal Design for Learning (UDL) principles can be applied to the overall design of a study course and the specific instructional study materials such as

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There is a detailed chart breaking down the three major principles of UDL: Engagement, Representation, and Action & Expression. Within the chart, there are links to further detailed descriptions of each headline.

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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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This video contains student and teacher testimonials on Read&Write and how it has helped each student reach their learning goals. This is an excellent tool and real life example of implementing a Universal Design for Learning in the classroom and how it makes students feel.

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Using Read&Write at Chagrin Falls to help with all literacy needs

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There are three major networks of the brain and everyone uses these in a unique way. One of the results of this is that everyone's best practices for learning varies. In the world of education, teaching to the average student was no longer feasible because the average student did not exit. As a result, UDL was born. This article scientifically supports UDL for student success as individual and unique learners.

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"Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn." It isn't something you "do" as much as a framework that drives asset-based beliefs and design. It is intentional. It is something that takes time to develop and it is worth every minute that you spend learning how to do.

The Introduction of Universal Design for Learning

Universal Design for Learning (UDL) began in 1984 when Dr. David Rose and Dr. Ann Meyer, two researchers from the Harvard School of Graduate Education, incorporated CAST, Inc., The Center for Applied Specialized Technology. The goal of CAST was to revolutionize the way that students with special needs were taught by introducing technology that would allow teachers and students to customize their learning experiences. By 1990, this goal evolved to address the "disabilities of schools" instead of the "disabilities of the individual". This change mirrored what was happening in architecture, with buildings designed so that all people could access them regardless of their disabilities.

The most common example used to describe this change is the "curb cut".

A standard sidewalk with a curb has about a six-inch difference between the curb and the street. This six-inch difference is a barrier to a person with a disability. The "curb cut" is that incline that is built into most sidewalks today that allows a person with a disability to easily navigate the transition from curb to street without a problem.

It turns out that the "curb cut" is not only good for someone with a disability. It is also good for everyone else. A person on a bike or a skateboard, a person pushing a baby carriage, or riding a bike can all benefit from the design. So, what was "essential for some is good for all" and Universal Design for Learning was born.

UDL and the Human Brain

As stated above, UDL is based upon brain science on how humans learn. The human brain has three major "networks":

Each of us uses these networks uniquely. This uniqueness creates an incredible variability between us that not only "makes the world go around" but presents huge barriers to education. This variability also destroys the myth of "the average student. " It used to be that all teachers would teach to this "mythical average student." It turns out that the average student doesn't exist and never did.

The goal of UDL is to create " Purposeful and Motivated learners who are Resourceful and Knowledgeable and Strategic and Goal Directed. " UDL uses a list of guidelines that will help you develop and deliver UDL lessons by rethinking the barriers that students face and planning for student variability by providing options and choices. These options and choices are defined by three principles:

The Why: Providing multiple means of engagement,

The What: Providing multiple means of representation,

The How: Providing multiple means of action and expression

These options and choices will help students self differentiate and develop a growth mindset. The guidelines are not a checklist that you use to build a lesson plan. You don't have to use all of them, in every lesson that you create. However, they can help you craft your lessons globally so that all students have the opportunity to succeed.

UDL is a FRAMEWORK.

A framework is a set of principles or beliefs. The three core beliefs of UDL are:

Variability is the rule, not the exception-students don't have to do the same things at the same time,

All students can work towards the same firm goals and state standards with flexible means, and

All students will become expert learners if barriers are removed and engagement is deep.

UDL is often confused with Differentiated Instruction (DI) and Understanding by Design (UbD). They are all similar but they are different. UDL is all about students being able to self differentiate based upon the options and choices that the teacher provides. DI is based upon the teacher creating instruction based upon the teacher's assessment of student need.

UbD is the design of education based upon the final outcome.

Each of these frameworks can and should be used together with UDL. For instance, since UDL is goal-oriented and standards-based it would make sense for an instructor to start at the standard and work backwards to design options and choices that will help the students achieve the standards. And, there will be times when a student does not learn a particular topic regardless of the options and choices presented. In these situations, it would make perfect sense for the teacher to intervene and provide a special assignment, lesson, or activity especially for the student who needs extra help. The goal, in this case, would be to supplement not supplant the Tier 1 instruction.

UDL also works well with Bloom's Taxonomy and the Five E's. " Bloom's taxonomy is a classification system used " to define and distinguish different levels of human cognition " or academic rigor. UDL practitioners can use the taxonomy to increase or simplify an activity to personalize learning.

In the Five E's model of instruction, students construct knowledge and meaning from their experiences. It was developed specifically for STEM fields of education. It can be used with UDL to find better ways to "hook" students, encourage students to explore phenomena on their own, and apply what they learn to real world problems.

UDL is all about using whatever means that you can to find out:

What student need to know or be able to do,

What barriers may prevent students from learning, and

Designing flexible pathways for all learners to learn and share what they need to know.

Continue your learning journey! Explore our self-directed and facilitated online courses.

Sources:

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The Science and Research Behind the UDL Framework.

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"Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn." It isn't something you "do" as much as a framework that drives asset-based beliefs and design. It is intentional.

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There are some common misconceptions about UDL such as technology is required or that UDL is only for those with learning disabilities. While technology is a valuable tool, UDL is all about flexible learning options which can be done without technology. UDL is also about benefiting all learners, not just those with learning disabilities.

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Universal Design for Learning (UDL) and differentiation are the same.

"The difference between UDL and Differentiated Instruction is that UDL proactively evaluates the classroom instruction and environment and provides access to the content on the front end; differentiated instruction reactively evaluates individual students and retrofits and modifies on the back end." UDL is a framework that is used to design a lesson and learning environment with the intent to remove barriers. Using the options suggested within the framework, teachers can establish structures and supports to meet students' variable learning needs. When using the UDL framework, the goal is to design, from the beginning, a lesson or learning environment that can be accessed by all students.

I am using a UDL product or program, therefore I'm doing UDL.

UDL is not a product or something you do. Rather, UDL is a framework supported by research with a specific set of principles and guidelines.

Good teaching is Universal Design for Learning.

There might be good teaching happening already, but it does not mean UDL is being used. One must use the UDL framework and it's principles and checkpoints to be able to inform intentional instructional practices. Specifically, the instructor must reference the UDL framework and apply the UDL principles in order to make decisions, assess, and inform.

Teachers must have technology to implement UDL.

Implementation of UDL can occur without technology. Yes, technology can support learning and be a support, but technology is only one tool. As UDL classrooms focus on flexible learning methods to support learning, teachers can still support student learning with no-tech or low-tech options.

UDL is only for learners with disabilities.

UDL aims to remove barriers to learning and support inclusive teaching practices for ALL learners. Teachers need to consider using UDL in their pedagogy, even if they do not have learners with disabilities in their courses. It is important to remember that those students who vary in age, gender, cultural background, first language, and abilities will also benefit from UDL.
Source: Nelson, L.L. & Basham, J.D. (2014). A blueprint for UDL: Considering the design of implementation. Lawrence, KS: UDL-IRN. Retrieved from http://udl-irn.org.

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

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"The difference between UDL and Differentiated Instruction is that UDL proactively evaluates the classroom instruction and environment and provides access to the content on the front end; differentiated instruction reactively evaluates individual students and retrofits and modifies on the back end."

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This website described the similarities and differences between Universal Design for Learning and Differentiated Instruction. These are often confused as the same concept. One of the main differences is that UDL is more proactive while DI is reactive with student learning.

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There is plenty of confusion between UDL and Differentiated Instruction (DI) in the education world these days, and it is easy to see why. From the very onset, when examining both approaches, there are many commonalities and overlaps between UDL and Differentiated Instruction. In both models:

The standards and expectations are the same for all learners

There is flexibility in lesson design and student groupings

Individual learning strengths and limitations are considered in planning

A wide variety of tools and technology are used to assist student learning

Supports and scaffolding are both integral in lesson design

The question then arises, how are they different? What distinguishes them from one another? Let's examine those differences.

UDL

UDL is more focused on student-centered learning where the learning experiences are proactively designed so there are options that are accessible for every learner.

The goal of UDL is to remove the barriers to learning so students can achieve optimum knowledge and become expert learners.

UDL asks us to design flexible goals, methods, materials, and assessments by keeping in view diverse learner needs from the very beginning.

UDL provides multiple means of engagement, representation, and action and expression to all learners from the start. Students are encouraged to self-differentiate and choose the best path for themselves.

Differentiated Instruction

Differentiated Instruction (DI) can be seen as a responsive practice where adjustments are made based on the individual needs of the students.

Oftentimes, differentiation is done after the data is collated and trends are noticed.

The goal of differentiation is to provide a responsive and optimal learning environment for individuals/groups of learners.

DI provides targeted strategies that are teacher-directed as teachers choose which strategies students receive.

UDL and Differentiation are both positive approaches toward learning as both are student centrist. Both approaches help students achieve success in accessing the content by using strategies and scaffolding. When looking closely, one important point that makes UDL more proactive is that it tries to eliminate the barriers of learning from the very beginning by keeping the variability of learners in mind.

The strategies and scaffolds are embedded within the learning experiences from the planning stage and are available to all students. UDL, in name, communicates universal, inclusive education whereas DI, in name, communicates different ways of learning. Inclusion is the best way to move forward hence UDL covers more ground in planning for variability, firm goals, and expert learning. In inclusive classrooms, we need to be proactive and design lessons with UDL and then be responsive and use data to differentiate instruction.

Sharmila Choudhury, born and raised in India, has 14 years of experience working as an early-year educator at Stamford American International School in Singapore and 5 years of experience in special needs education. In her free time, she enjoys reading, traveling, cooking, and spending time with her family.

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Differentiating between UDL and Differentiated Instruction

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What's the difference between UDL and differentiated instruction and which one do we start with? Learn from Sharmila Choudhury's guest post.

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The idea of universal design started with Robert Mace in designing accessible buildings. This then transferred into the world of education in 1984 when David Rose and Ann Meyer created the Center for Applied Technology.

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"What if there was a paradigm for higher education that would simultaneously address issues of equality, accessibility, social integration, and community?"

-Sheryl Burgstahler

(Burghstahler, 2008)

The answer to the question above is the demonstrated success and the increased access created through Universal Design for Learning (UDL).
UDL can address many issues of equality and access in higher education. Universal Design for Learning can be applied to the classrooms and to programs across campus.

Universal Design for Learning's goal is to make the classroom accessible to diverse students based on numerous student characteristics such as learning style, disability, ability, economic status, race, ethnicity, age, socioeconomic status, gender and language. It is a proactive approach.
Jiminez, Graf & Rose, 2007

**Key Points to remember within the Universal Design for Learning Framework**

An architect and director of the Center for Universal Design at North Carolina State University. He first coined the term Universal Design in relation to architecture.
(Jiminez, Graf & Rose, 2007)

He was born in 1941 and was born with Polio and utilized a wheelchair. He was frustrated by barriers imposed in the environment and decided to become an architect. He graduated from the North Carolina School for Architecture in 1966.

He was a pioneer in design accessibility and designed numerous accessible buildings. In 1973 he designed the first accessible building code that became law in North Carolina. This code was utilized by states nationwide as a model for accessible building codes. His development of UD along with his tremendous activism were instrumental to such legislation as the Fair Housing Act of 1973 and later the Americans with Disabilities Act.

His described Universal Design as the following:
"The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design."
He developed seven principles of Universal Design which have been widely implemented.

In 1984 the Center for Applied Technology was created by David Rose and Ann Meyer. They conceived of Universal Design for Learning by a pplying the the principles of Universal Design in architecture to education. Orginally the organization worked on how computers could assist students with learning disabilities but broadened their approach to accessibility to education for all students.

Their Mission Statement: To expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.

This video below is with David Rose one of the founders of CAST

Individuals with Disabilities Education Act of 2004 Higher Education Opportunity Act of 2008

To make classrooms accessible to all students. UDL is an approach which reflects the increasing diversity in higher education.

Practicing Universal Design in Higher Education is particularly important since 60% of students with disabilities do not disclose their disability to professors or to the institution.

Also many students may not be diagnosed with a disability but still need an accessible classroom environment.

(Burgstahler, 2008)

Both of these Acts have provisions included in regards to Universal Design for Learning.

Assistive Technology Act of 2004 also discusses the importance of Universal Design.

The video below includes how one university interpreters and uses Universal Design for Learning on their Campus. The video is from McGill University in Canada .

--"I have a slower processing speed, so the extra 'silent time' in between comments allowed me to gather my thoughts and formulate what I wanted to say. I felt left out when discussions were held at a fast pace."

--"A clear, logical linked manner is the best way of presenting the material for me."

--"Having visual powerpoints or lecture slides made it much easier to follow material discussed in class."

--"Lecture notes and slides posted a few days before class [allowed] for more time for a student to read them before class."

--"By taking time to show me different ways of approaching work, instructors have reduced my stress levels and made me feel more capable of achieving success at my university."

Bowe, Frank. Universal design in Education: Teaching non-traditional students. Westport, CT: Bergin & Garvey.Burghstahler, S. (2008) Universal design in education: From principles to Practice. Cambridge: Harvard Education Press.Jimenez, T., Graf, V., & Rose, E. (2007) Gaining Access to General Education: The Promise of Universal Design for Learning. Issues in Teacher Education, 6 (12).

Johnston, N. & Doyle, T. (2011) Inclusive teaching: perspectives of students with disabilities. Open Word Journal.

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History of Universal Design for Learning

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"What if there was a paradigm for higher education that would simultaneously address issues of equality, accessibility, social integration, and community?" -Sheryl Burgstahler (Burghstahler, 2008) The answer to the question above is the demonstrated success and the increased access created through Universal Design for Learning (UDL).

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This is a list of resources for the middle and high school math classroom that can help create a Universal Design for Learning with short descriptions of each. I teach high school math so this is a great place to start in implementing UDL in my classroom!

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First, let's search out some resources for specific subjects - especially for those of you who are directly working with middle and high school grades. We'll explore some downloadable links as well as those that can be accessed through the use of the internet. You'll find two lists - one that is comprised of links that require internet connectivity and are interactive and one that has downloadable materials. Our intention is to give you resources to support your journey in applying the three principles of UDL in your classrooms. If you find these useful, please let us know and we can begin to expand our lists. CAST also has a list of resources for the application of UDL in Math found here. The first document is a Word file that gives specific suggestions for presentation of material such as simplifying page content, using a larger font on the page, and placing fewer problems on the page. Additionally, math dictionaries can be developed by each child to assist them in understanding new vocabulary such as difference, sum, equation, or polynomial. Using varying methods of representation for the same concept will enhance student learning. For example, you can use Base 10 blocks, chips, and multiple media to teach a concept. Connecting new knowledge to previously learned material with understanding of how math is practically applied will develop the transfer of knowledge. Giving students choices regarding how they wish to practice and demonstrate their knowledge is essential and provides an environment for feedback.
Web Resources to Consider
Below are a list of great websites to enhance your curriculum. You can find here a list of websites for your elementary math curriculum. These require internet access:

Khan Academy, https://www.khanacademy.org - Khan Academy requires you to have a login. The great part of this website is that it has Kindergarten through high school and beyond tutorials in most areas. The kids get on - take a short "quiz" in an area and then the site gears the problems and lessons presented to them based on their ability. Higher math areas include Algebra, Geometry, Trigonometry and Calculus. All of this is Free!

Factoring with Yang and Mosley, http://www.geneyang.com/factoring/ - Factoring with Mr. Yang and Mosley the Alien. This is fun and free. It is a comic based lesson for Algebra Students.

Seeing Math, http://seeingmath.concord.org/about_us.html - Seeing Math has developed interactive software Java tools to clarify key mathematical ideas in middle and high school mathematics. Each interactive provides a real-time connection between representations of the mathematics (symbolic, graphical, etc.), so that changes in one representation instantly cause changes in the other. There are activities for elementary and secondary grades.

School Math, http://www.schoolmath.jp/3d/e/teacher/unit01/index.htm- This site, created by the Department of Mathematics Education, Faculty of Education, Shinshu University, welcomes users to the three-dimensional mathematics world described as "the world of space figures learned with the three-dimensional dynamic geometry software."

Math Slice, http://www.mathslice.com - These math games (including Math Jeopardy and MathMillionaire) are complemented by a wide selection of online multiple choice activities that test class knowledge of math concepts from basic counting to algebra and statistics.

Johnny Money the Game (Manual), http://www.nfib.com/Portals/0/PDF/yef/jmog-teachers-manual.pdf - This is the link to the teacher's manual for the Johnny Money Game. This game demonstrates real life math application. Now available from the NFIB Young Entrepreneur Foundation, Johnny Money Online Game is a FREE Internet-based small business simulation game that engages students as they explore the risks and rewards of business ownership. Johnny Money is the newest of the Entrepreneur-in-the-Classroom programs, which are designed to enable educators to talk about entrepreneurship in their classrooms.

These do not require internet access:

Purple Math, http://www.purplemath.com/ - Purple Math is an online algebra resource. There are free downloadable lessons. It has links to other websites including sites with downloadable information.

Math Forum, http://mathforum.org/teachers/ - Math Forum is a good site to get specific ideas for how to teach. This site can be searched by resource type (lesson plan), math topics, grade levels, and key sites.

Math Slice, http://www.mathslice.com - In addition to online math activities, there are several activities which can be downloaded for use.

Harvey Mudd College - Math, http://www.math.hmc.edu/funfacts/ - Fun math facts created by the Harvey Mudd College math department that teachers can use to enrich their lessons. These fun facts give kids some great illustrations relevant to UDL! For example, there is a lesson about a football field that illustrates the Pythagorean Theorem that is amazing!

Mr. Duey, http://www.mrduey.com.php5-7.ord1-1.websitetestlink.com/ This is Mr. Duey who is a teacher that created a website that has various math concepts set to rap music. Check out "Fractions!"

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First, let's search out some resources for specific subjects - especially for those of you who are directly working with middle and high school grades. We'll explore some downloadable links as well as those that can be accessed through the use of the internet.