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It is important to offer a variety of applications when teaching. This framework is the basis of universal design. Universal design for learning is a systematic approach when designing curriculum so, as educators, we can connect with the strengths of each learner so they may accomplish their learning goals. A committee created 7 principles that need to be considered for Universal Design so ALL learners are set up for success. These 7 principles, when applied, will minimize barriers that students encounter in the classroom setting (Gargiulo, 2017).

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The Seven Principles of Universal Design

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The Seven Principles of Universal Design

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1 ) Equitable use: The design is useful and marketable to people with diverse abilities.
2 ) Flexibility in use: The design accommodates a wide range of individual preferences and abilities.
3 ) Simple and intuitive use: Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.
4 ) Perceptible information: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.
5 ) Tolerance for error: The design minimizes hazards and the adverse consequences of accidental or unintended actions.
6 ) Low physical effort: The design can be used efficiently and comfortably and with a minimum of fatigue.
7 ) Size and space for approach and use: Appropriate size and space are provided for approach, reach, manipulation, and use regardless of user's body size, posture or mobility.

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Principles of Universal Design with Super Mario

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The UDL for level 2 has not been created yet. But, this video shows in a basic manner that every student should be able to get to the destination (achieve learning goals) regardless of ability level. Accommodations and teaching in a different way can get students there.
Every learning environment comes with barriers. The whole purpose of UDL is to give teachers a framework to build on so every learner can overcome the barriers given their own challenges.

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What is Multiple Means of Representation?

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What is Multiple Means of Representation?

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Every learner should be given the chance to receive the information they are expected to learn in multiple ways. As a student, we know it is easier to grasp and retain information a teacher presents when they show it on a power point as they are lecturing. Or, doing a hands on experiment and exploring the information ourselves. As teachers, we need to develop curriculum in general and lessons specifically that incorporate multiple means of representation.
Checkpoints for Multiple means of representation
1. Provide options for perception.
2. Provide options for language, mathematical expressions, and symbols.

3. Provide options for comprehension.

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Multiple means of expression is about giving the students/learners different ways to organize the information they have received through various forms of instruction. A particular student may have a hard time being an oral reader (because of personality or self esteem possibly), so it would be best to offer a different way to assess the knowledge received by that learner. Maybe have them do a poster representing the information. There are so many ways a student can express themselves and the content they are learning and high quality work can result from incorporating different means of expression.
Checkpoints for multiple means of expression:
1. Provide options for physical action.
2. Provide options for expression and communication.
3. Provide options for executive functions

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Guidelines of Universal Design for Learning?

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Guidelines of Universal Design for Learning?

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The Center for Applied Special Technology (CAST) outlined 3 guidelines that need to be systematically applied when developing curriculum that meets the needs of all types of learners in the classroom. In addition, these three guidelines represent learning networks of the brain (strategy, affect, and recognition) that are engaged in the educational setting.
These 3 guidelines are:
1) Multiple Means of Representation
2) Multiple Means of Engagement
3) Multiple Means of Expression

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Multiple means of engagement is about offering a variety of methods to motivate students. It is important to challenge learners and apply relevance to the students or they will get frustrated and disconnect. When a student loses interest, it is our job as educators to inspire those learners to connect with the content. When giving instructions for lessons, some can receive the instructions with basic commands while others may need more support through various types of activities. For example, children usually work well when working in groups and being engaged by their peers.
Checkpoints for multiple means of engagement:
1. Provide options for recruiting interest.
2. Provide options for sustaining effort and persistence.
3. Provide options for self-regulation.

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Universal design for learning is the general framework that the curriculum and instructional setting uses as a guide. It has been consistently used in the special education classroom with the goal of minimizing barriers to learning.  Differentiated instruction is, specifically, what is going to be done to  engage the different learners in order to maximize the learners achieving the objectives. Differentiated instruction was developed through the gifted and talented programs and promomtes in depth learning and content mastery.

For example, the Universal design for learning teaching method can be "provide multiple examples."
More specifically, the differentiated instructional method of accomplishing the UDL framework can be a teacher providing multiple books, websites, videos, and posters representing the content.

In a math lesson, the UDL teaching method can state "support background context."
More specifically, the differentiated instructional method of accomplishing the UDL framework can be the teacher offering a pre-test to see where the students stand before they proceed to the content. Having this knowledge is very useful when planning exactly what instructional material the students need.

According to Teaching in Today's Inclusive Classroom, there are three parts to differentiated instruction: content, process, and product (2017). Content is like multiple means of representation. It covers what the teacher plans on teaching. Process is like multiple means of engagement; it covers what the teacher decides to teach in a particular fashion or utilize a certain strategy. Product is like multiple means of expression; the process is how students respond to the information given to them. What can be concluded here is that differentiated instruction supports the framework given by UDL.

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CAST (2011). Universal Design for Learning Guidelines, Version 2.0. Wakefield: MA

Gargiulo, R. M., & Metcalf, D. J. (2017). Teaching in todays inclusive classrooms: a universal design approach for learning. Australia: Cengage Learning.

The Center for Universal Design (1997). The Principles of Universal Design, Version 2.0. Raleigh, NC: North Carolina State University