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A very helpful site featuring links that specifically define and provide checkpoints for applying UDL to the classroom. Includes discussion about updating UDL Guidelines to even more so include all learners. This site and references to CAST popped up in a lot of the resources found. Giving the scenarios about how the checkpoint is seen in the classroom is very helpful to my own goals of design.

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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 all-inclusive site includes explanations of elements of UDL and examples of the implementation. It provides images, text, and video to help communicate this information. The examples of implementation are exactly what is needed to truly start the process of brainstorming how to address each checkpoint in my own classroom.

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It's just an ed thing.

It is a way to connect every student to the learning experience, and a way at looking at learning that is fully inclusive and promotes success for all learners, regardless of ability.

Mike Marotta

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Universal Design for Learning (UDL) is a research-based framework that helps teachers plan learning to meet the diverse and variable needs of all students. Find out how flexible supports for learning can be embedded into an environment and made available to everyone. Explore how hidden barriers ...

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This is a resource with links to multiple resources that assist a teacher with designing with UDL practices and evaluating their instruction with this in mind. It has general resources, but specifically includes links and documents to items that apply to the Language Arts classroom. I was looking for materials to address UDL with the 7-12 population and this provides me with many resources to help.

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What is Visit the
Universal Design for Learning?
Research about how the brain works suggests the importance of UDL for reaching and engaging all students. National Center on Universal Design for Learning and read the UDL Guidelines 2.0: http://www.udlcenter.org/aboutudl/udlguidelines

UDL is the development of curriculum that meets all students' learning needs. No matter their learning style, behavior, background, culture, race, gender, or physical difficulties, all students have a right to quality instruction that helps them meet their learning goals. The diverse students we teach come from a variety of backgrounds and cultures. Each student has specific learning needs, each student has learning strengths in every subject area, and each student brings unique prior knowledge to our school. We can not reach every student using a "one-size-fits-all" approach to our curriculum.
information in many different formats, appealing to diverse learning styles and learning preferences. Teachers must also provide
UDL is achieved when teachers present assessments that work for different types of learners, and teachers must attend to students' levels of motivation and engagement.

When a student is interested in the materials, sees and hears information, has the opportunity to work with the materials, and expresses understanding through a means that displays his or her strengths, then a student learns.

Brain imaging shows that we use different parts of our brains when gathering facts, completing actions, and experiencing emotions. Activating these three brain networks helps students learn.

in learning. It provides a wealth of tools for student expression. Technology plays a central role in UDL, as it allows teachers to provide multiple means of representation to meet diverse learners' needs. Instead of relying on textbooks, teachers can create and share multimedia resources with students. Technology also allows students to apply learning through multiple means of expression. Students can create digital stories, podcasts, blogs, and wikis, for example. Technology motivates students and gets them engaged

In Maine we are fortunate to have a laptop for every middle school student (thanks to Maine's Learning Technology Initiative: http://www.maine.gov/mlti/index.shtml ). We are under-utilizing these tools if we are using the laptops only for word-processing tasks. Using their laptops in our classrooms, students should be collaborating online, exploring online resources, and creating authentic products to demonstrate learning.

Follow this link to hear Dr. David Rose discuss the role of technology in UDL:

http://teacher.scholastic.com/products/ReadAbout/research/webinars_rose.htm

CAST (Center for Applied Special Technology) provides many online tools that our middle school students can use to meet their individual learning needs and to meet the standards with the aid of technology.

Follow this link for UDL Toolkits: Digital Content in the Classroom and learn to integrate digital content into your own classroom, such as multimedia and etext tools:

http://www.cast.org/teachingeverystudent/toolkits/tk_resources.cfm?tk_id=41

UDL Book Builder is an exciting tool developed by CAST. Book Builder allows teachers to create digital texts with comprehension and vocabulary supports built in for students. This allows us to modify our instruction for each student, and to teach reading comprehension strategies along with content. Subject area teachers can include explanations alongside text, to aid in understanding.

Another great tool from CAST is UDL Editions by CAST, which provides online texts with supports built in to support reading comprehension. Readers can select "maximum support," "moderate support," or "minimum support" to view "stop and think" prompts about the text that are appropriate to support their reading comprehension. This helps create active learners:

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What is Visit the Universal Design for Learning? Research about how the brain works suggests the importance of UDL for reaching and engaging all students. National Center on Universal Design for Learning and read the UDL Guidelines 2.0: http://www.udlcenter.org/aboutudl/udlguidelines UDL is the development of curriculum that meets all students' learning needs.

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This document explains potential barriers for students and explains how to use UDL to overcome those barriers within the three main principles of UDL. The "disengagement symptoms" are going to be super helpful for identifying the area that needs to be addressed and coming up with problem solving ideas.

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UDL Barrier ID Packet- Sangers School District

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In addition to defining the guidelines and checkpoints, there are many specific implementation examples found in this document. It is very clear in defining exactly what certain terms are such as "expert learner" and "disabled curricula."

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This huge resource gives very specific and thorough examples of how UDL is used to create inclusive environments for all learners. It covers everything from assessment to seating to communication with parents about progress.

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High leverage practices for inclusive classrooms

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This great resource is a guide for knowing your learners so you can really try to design learning opportunities with their interests and needs in mind. This could be a great resource for creating learning activities that include options with their preferences in mind which may help remove motivational barriers. Knowledge of the learner is emphasized as essential for truly creating inclusivity.

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This teacher shares his experience as a student and how this inspired him to create a UDL minded classroom. This video shows his classroom environment and discusses how this helps students take ownership of their learning.

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This steps the instructor through planning a lesson using UDL and encourages teacher reflection to create an inclusive classroom.

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Use UDL in your lesson planning to enhance your teaching

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This site gives an overview of UDL, but more significantly it gives an example lesson designed using UDL principles and addressing the checkpoints. This lesson is for argumentative writing and was the closest specific example of UDL in the secondary ELA classroom as it seemed that a lot of resources were giving examples for younger learners.

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Learning for All with UDL in the Classroom

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Cheryl Mizerny details how using Universal Design for Learning can help all learners grow and shares her argumentative writing unit enhanced with UDL practices.

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Learning for All with UDL in the Classroom