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Region 4 ESC - Universal Design for Learning
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Digital Imm & Natives
Universal Design for Learning (UDL)
ign for Learning
provides a blueprint for creating
goals, methods, materials, and assessments that accommodate learner differences.
Universal Design for Learning
is a set of
principles for curriculum development
that give all individuals equal opportunities to learn.
Universal Design for Learning
provides opportunities to bring a variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints.
Workshop Learner Objectives:
1. Gain an overview of Universal Design for Learning (UDL) components and how it impacts educators, para-professionals and students regarding assistive, instructional and educational technologies.
2. Identify and explore district strategies and plans for success to incorporate into the elementary and secondary educational environment.
3. Acquire knowledge to support and implement a variety of strategies, technologies and web-based tools to build flexibility into classroom instruction and set a UDL stage for learning and accommodation for all students.
4. Explore and review various strategies
and resources to promote student engagement and positive behavior.
5. Capture, identify and use a variety of resources for further education, training and resource
What ways can you build in
into your curriculum and/or lesson plans?
How are you able to
what you know about Universal Design for Learning?
can support you in making your lesson plans and bring about individual student success?
Poll -- click here
or on the navigation to go to a poll question. (resource: survey gizmo)
UDL for ALL handout.pdf
Inclusion Works - UDL for All
Special Connections - UDL Lesson plan (University of Kansas)
UDL Guidelines (CAST)
AT in the IEP flowchart
AT in the IEP graphic 2.pdf
UDL Guidelines 2,0 - Educator Checklist (CAST)
UDL Guidelines 2.0 online version
Transforming American Education: Learning Powered by Technology -- UDL page
- Maryland State Department of Education and Howard Co. Public Schools
National Center on AIM, "
Curriculum Access for Students with Low-Incidence Disabilities: The Promise of UDL"
Building Inclusive Schools Initiative (BISI) (Region 4 ESC)
Live Binder resource
Sharing your information and resources:
to make URL addresses shorter.
Setting the Stage:
CAST Video presentations:
Diversity of Learners
Universal Design and Universal Design for Learning
The Brain Research
Principles of UDL
Captioned version on CAST Video Site:
UDL Center video presentations:
UDL Center Learning Series:
Learner Variability and Universal Design for Learning [15:36 minute presentation]
see "Examples Template" and "the Future is in the Margins" article.
"Clearing A Path for People with Special Needs, Clears a Path for Everyone!"
2002 Michael F. Giancregco, Illustration by Kevin Ruelle Peytral Publications, Inc.
1. How do you learn best?
2. How does your colleague learn best?
3. How can you build in flexibility to aid in your partner's learning?
Post your answers on
The "WWWWWH" of UDL:
HO -- ALL students including Special Ed, 504, ELL, disadvantaged, gifted/talented, struggling learners, educators -- to name a few categories
HAT -- UDL is the process of designing and delivering curricula, materials, and environments in a manner that makes them accessible and usable to all students.
HERE -- Learning happens in a variety of environments, not just in the classroom. e.g. on the bus, at home, lunchroom, place of worship, gym, dinnertime...
HEN -- Learning can happen now, later, beforehand, afterward, synchronously, asynchronously, in real-time, online time... etc.
HY -- Education is changing; Working environments are changing; society is changing -- our students have changed and are digital natives.
OW -- Hopefully this wikipage will give you some exploring ways to utilize Universal Design for Learning.
Components of Universal Design for Learning...
Universal Design for Learning Guidelines ...
Multiple Means of
- how materials are delivered/presented and what students know
Multiple Means of
Action & Expression
- how students demonstrate knowledge
Multiple Means of
- how students will learn
1. Personally think about what strategies you already use in your class and where does it fall under the UDL principles?
2. As a group, share and brainstorm possible strategies in each above principle.
3. Share your strategies by clicking here:
I. Multiple Means of Representation:
**Provide Multiple Means of Representation:**
Provide options for perception
Offer ways of customizing the display of information
Offer alternatives for auditory information
Offer alternatives for visual information
Provide options for language, mathematical expressions, and symbols
Clarify vocabulary and symbols
Clarify syntax and structure
Support decoding of text, and mathematical notation, and symbols
Promote understanding across language
Illustrate through multiple media
Provide options for comprehension
Activate or supply background knowledge
Highlight patterns, critical features, big ideas, and relationships
Guide information processing, visualization, and manipulation
Maximize transfer and generalization
You can make your own word cloud using
Or you can try
another example of a word cloud
Voice Thread example
II. Multiple Means of Action and Expression:
Provide Multiple Means for Action and Expression:**
Provide options for physical action
Vary the methods for response and navigation
Optimize access to tools and assistive technologies
Provide options for expression and communication
Use multiple media for communication
Use multiple tools for construction and composition
Build fluencies with graduated labels of support for practice and performance
Provide options for executive functions
Guide appropriate goal setting
Support planning and strategy development
Facilitate managing information and resources
Enhance capacity for monitoring progress
Using UDL in High School Biology to provide options for physical action.
Link to video here.
III. Provide Multiple Means for Engagement
Provide options for recruiting interest
Optimize relevance, value, and authenticity
Minimize threats and distractions
Provide options for sustaining effort and persistence
Heighten salience of goals and objectives
Vary demands and resources to optimize challenge
Foster collaboration and community
Provide options for self-regulation
Promote expectations and beliefs that optimize motivation
Facilitate personal coping skills and strategies
Develop self-assessment and reflection
Source: Wikis in Plain English by
“Because all three brain networks are involved in learning, teachers cannot literally "teach to" students' recognition, strategic, and affective networks as separate entities. However, thinking about these networks individually helps us remember that learning is multifaceted and that barriers in the curriculum can arise in a number of places. “
Teaching Every Student in the Digital Age, CAST
A. Recognition networks
-- "what of learning"
Gathering facts. How we identify and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks—the "what" of learning.
B. Strategic networks
-- "how of learning"
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks—the "how" of learning.
C. Affective networks
-- "why of learning"
How students are engaged and motivated. How they are challenged, excited, or interested. These are affective dimensions—the "why" of learning.
Region 4 Education Service Center believes...
Universal Design for Learning (UDL) is a
framework or "habit of mind"
for designing curricula that enable
to gain knowledge, skills, and enthusiasm for learning. UDL provides
flexible and rich supports
for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.
Region 4 ESC's action plan:
Establish an Education Services Division-wide
of Universal Design for Learning (UDL)
goals and objectives
individual products/services (consultants)
department based professional development (consultants)
division-wide implementation of UDL
mechanism for delivery
of "Habit of Mind" philosophy of UDL
Integrate UDL principles
with RTI, PBS and other school-based initiatives
Behnke, Kirk, M.Ed., ATP
Senior Education Specialist, Special Education Solutions
Region 4 ESC
Region 4 Website
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