But, what is UDL?
In my previous posts, I have given examples of Universal Design in general and Universal Design for Learning (UDL). But Universal Design is so complex that people can actually earn a whole graduate degree on this one topic. This post will explore UDL in a little more detail.
A concise definition of Universal Design for Learning was
provided by the Higher Education Opportunity Act of 2008, which stated:
A concise definition of Universal Design for Learning was provided by the Higher Education Opportunity Act of 2008, which stated:
The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid
framework for guiding educational practice that:
(A) provides flexibility in the ways information is presented, in the
ways students respond or demonstrate knowledge and skills, and in the ways
students are engaged; and
(B) reduces barriers in instruction, provides appropriate
accommodations, supports, and challenges, and maintains high achievement
expectations for all students, including students with disabilities and
students who are limited English proficient.
(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and
(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.
Click below to access full article:
UDL Guidelines Version 2 - AMAZING!!!
Why UDL?
The amazing part of UDL is that it makes sense. All components of the three principles are key for the creation of an expert learner (students who know exactly how to learn and what to do with information). However, I feel that Principle III. Providing Multiple Means of Engagement and especially Guideline 7 is especially crucial for learning. The most motivated learner can become discouraged if they cannot establish a connection with the material they are learning; on the flip side, the most disengaged student can become engaged and productive if they are interested in what they are learning and how they are learning. On the CAST.org website, there are lesson examples that can be used as instructional guides on how Universally Designed Lessons should look - WOW- they are even accepting new submissions:
Guideline 7: Provide options for recruiting interest
http://www.udlcenter.org/implementation/examples
But, you as the reader of this blog don't feel that Guideline 7 is the most essential?
That is okay. If we all agreed on everything, diversity wouldn't exist and the World would be boring. The idea here is, that UDL is well researched and the CAST website has amazing resources. For example, Planning for All Learners (PALS). PALS helps teachers identify the weaknesses in their curriculum and make it accessible for all learners.PALC offers a curriculum barriers identification tool; it will be explored in more detail in a later post.
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