Overview: Students come to the classroom with a variety of needs, skills, talents, interests and experiences. For many learners, typical curricula are littered with barriers and roadblocks, while offering little support. UDL turns this scenario around by encouraging the design of flexible, supportive curricula that are responsive to individual student variability. The approach also focuses on explicitly teaching students the skills they will need to be “expert learners.” UDL improves educational outcomes for ALL students by ensuring meaningful access to the curriculum within an inclusive learning environment. In addition, UDL complements existing school reform initiatives, such as tiered interventions and Understanding by Design (UbD).
Online Text Resources:
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Retrieved from http://udltheorypractice.cast.org/login
Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. http://www.ascd.org/publications/books/101042.aspx
Goal 1: To increase knowledge of the UDL framework and core principles as they pertain to classroom environments.
Goal 2: To expand UDL knowledge that can support coaching skills that include UDL principles and guidelines.
What is UDL?
Anticipating Learner Variability
How is UDL Defined in US Policy?
What are the UDL guidelines?
What are other example representations of the UDL guidelines?
How do we define a UDL curriculum?
What do we mean by developing expert learners?
What are some examples of effective UDL implementation in school districts?
What are the intersections between universal design (UD) and universal design for learning (UDL)?
What are the intersections between UDL and Differentiated Instruction?
What are the intersections between UDL and Response to Intervention?
What are the intersections between UDL and technology?