UDL and differentiation. Myths and facts about UDL. Six key strategies to support planning with UDL. Show all. The engagement principle is concerned with how we make decisions based on emotion and motivation. The representation principle is concerned with how we recognise, make meaning and use information. As learners perceive and understand information differently, it is essential information is presented in multiple ways. The recognition network and making sense of information. Provide options for perception.
Provide options for comprehension. We all differ in our abilities to organise ourselves and our thinking and express what we know. The Action and Expression principle helps us provide options and supports so everyone can learn, create and share in ways that work for them. Provide options for physical action. Provide options for executive functions. Use this human-centred approach to planning. Apply in any context to guide the inclusive design of an activity, lesson, event, hui or process.
Gather knowledge of learners. Create barrier-free goals and objectives. Identify potential barriers. Consider universal supports and useful options. Design the experience. Teach, evaluate, and revise.
As you begin to explore UDL, reflect on these five areas of curriculum design. To support your thinking, each area has been illustrated with provocations and questions. Prepare environments for flexibility. Refine and support goal setting. Match teaching methods to student preferences.
Design assessments to enable students to demonstrate their understanding. Read time: 5 min. A rationale for UDL based on findings from neuroscience. Publisher: CAST. An introduction to UDL by the founders of the framework. Free multimedia information and teacher stories. User will need to login on first visit. Rose, along with David Gordon. A series of videos designed to support learning coaches in creating a deeper understanding of UDL: what it is, why it matters, and how it might be used to support the learning of all students.
These designs help people with disabilities. But other people may also want to use them. UDL brings that approach to the classroom or to workplace training. UDL helps build in more ways a diverse group of learners can access information and show what they know. Explore examples of UDL in classrooms. UDL is a framework for how to develop lesson plans and assessments. Offer information in more than one format. For example, the instructor could provide a worksheet along with:. Give learners more than one way to interact with the material and to show what they know.
For example, they might get to choose between:. See a side-by-side comparison of UDL and traditional education. UDL helps all learners. But here are some of the ways it may be especially helpful to the 1 in 5 kids and adults who learn and think differently:. Makes learning more accessible in general education classrooms, which is where most kids who learn and think differently spend most or all of the school day.
Presents information in ways that adapt to the learner, instead of asking the learner to adapt to the information. Gives students and workplace trainees more than one way to interact with material. UDL builds in flexibility that can make it easier for learners to use their strengths to work on their weaknesses. Reduces stigma. Universally designed products are developed from inception with flexible options that enable learners with a wide array of needs to use them.
The concept originated in architecture and product design. The central spiral ramp at the Guggenheim Museum in New York is a beautiful alternative to a traditional staircase, usable by people who usually walk up and down steps, by people wheeling baby carriages or strollers, and by people in wheelchairs.
This is an example of universal design. The needs of myriad users are considered at the beginning of the design process, thereby avoiding costly, unattractive, and less effective retrofits, such as added ramps.
CAST is convinced that universal design, when applied to curriculum, will have a profound impact on learning, teaching, and access to information. Universal design for learning means that the creators or publishers of content and curriculum use computer technology to structure their knowledge and activities in ways that will make it accessible to the greatest possible number of individuals. The three key components of universal design for learning are: multiple representations of information, alternative means of expression, and varied options for engagement.
Examples of multiple representations include: text that can be "read" aloud by the computer, captions on video or text for audio material, verbal descriptions of pictures, and the use of video and animation to convey concepts.
Examples of alternative means of expression include options to record oral speech, to draw, or to present ideas through a dramatic presentation.
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