Universal Design for Learning (UDL) is a scientifically based framework that has been around for over 25 years. UDL is a curriculum-designed approach to teaching that focuses on addressing a variety of learning needs and learning styles and builds the tools right into the curriculum design. UDL decreases the barriers to learning for students and ensures access and participation in the general education curriculum. The UDL experts at the Center for Applied Special Technologies (CAST) developed guidelines and resources to help educators reduce barriers and make appropriate accommodations while challenging students with and without disabilities.
CAST is a nonprofit research and development organization devoted to Universal Design for Learning. Educators can access the UDL guidelines and resources on the CAST website. A UDL curriculum provides flexible learning opportunities and accommodations for all learners with and without disabilities as well as students with limited English proficiency. In order to develop and carry out UDL lessons, materials, and assessments, educators must have a comprehensive understanding of the concepts they will teach and the diversity that exists in the classroom in order to remove obstacles in the learning environment and fully engage all students.
Educators should design the curriculum to meet the diverse needs that exists within the classroom to support each student’s unique background, strengths, needs, and interests. The goal of Universal Design for Learning is to maintain high levels of expectation for all learners regardless of their background, disorder, or circumstance. According to Skip Stahl, school is supposed to be challenging for students in order for them to acquire new skills. Educators can achieve high outcomes by scaffolding learning, providing support, and providing access to core instructional materials.
Universal Design for Learning is based on three primary neurological networks that influence learning. These categories are organized based on the three broad networks of the brain that helps students acquire knowledge. The brain has one network for recognition, another for skills and strategies, and a third network for caring and prioritizing. According to the CAST website, recognition networks are the “what” of learning, strategic networks are the “how” of learning, and the affective networks are the “why” of learning.
In order to be successful in school, all students need to gain knowledge, skills, and enthusiasm for learning. To eliminate barriers in the learning environment, educators should use the three principles of UDL to create flexible learning opportunities so that each student achieves academic success. First, educators should provide multiple means of representation. Teachers must present content and materials using multiple forms of media and provide a wide-range of support to students.
Educators should use graphics and animations, highlight important concepts, activate background knowledge, scaffold knowledge, and support vocabulary so that students can acquire information. Second, teachers should provide multiple means of action and expression. Educators should provide students with multiple options to express what they know. Additionally, educators should provide models, feedback, and support based on each student’s level of proficiency. Third, teachers should provide students with multiple means of engagement.
Educators should provide students with a variety of choices based on their level of interest in order to motivate them. The Importance of Using Universal Design for Learning for Students with Severe and Profound Disabilities When planning for students with severe and profound disabilities, I think it is important to use the UDL framework to provide flexible learning opportunities and eliminate the barriers to learning that exists for this population of students. Students with severe and profound disabilities need accommodations to the learning environment to succeed.
For example, a student with cerebral palsy may be physically unable to turn the pages of a textbook. Therefore, this student would need access to alternative forms of printed material. Educators must provide students with severe and profound disabilities including those with physical disabilities, visual impairments, and reading disabilities with alternative formats. These specialized formats might include, braille, tactile graphics, audio, digital text, and large print. I believe that educators can provide flexibility to the learning environment by using technology.
Teachers can use technology to develop UDL lesson plans and assess student learning (Novak, 2014). Using technology in the classroom has the potential to improve and enhance the learning experiences for all students especially students with severe and profound disabilities. As technology is developed and implemented in the learning environment, teachers move from chalkboards and overhead projectors to SmartBoards, multimedia projectors and electronic portfolios. Digital technology, is an important tool that educators can use in the UDL classroom to support diverse learners.
As teachers, we have the responsibility to take advantage of the technology available to us and use it to enrich the learning experiences of our students. Technology can be used as a way to individualize learning according to students’ needs and interests. Digital media provides educators and students the opportunity to manipulate printed material. It allows students to download files to a variety of devices such as computers, tablets or phones. Additionally, students can modify the text or format according to their needs (Novak, 2014).
Other forms of software and hardware that educators can use in a UDL classroom are headphones and text-to-speech software. This allows students to listen to books at their own pace. Educators can also use the UDL Book Builder, which allows teachers to modify, adapt, and enrich text with reading comprehension strategies, discussion questions, big ideas, or vocabulary (Novak, 2014). How I will Implement UDL in the Classroom As an educator, I will use the UDL framework to create flexible learning opportunities and accommodations for all learners with and without disabilities.
In order to develop and carry out UDL lessons, materials, and assessments, I will use the UDL framework to remove obstacles in the learning environment and fully engage all students. I will design the curriculum to meet the diverse needs that exists in the classroom so that each student succeeds academically. When planning for students with severe and profound disabilities, I will provide alternative formats, including braille, tactile graphics, audio, digital text, and large print.
I believe that technology has the potential to improve and enhance the learning experiences for all students especially students with severe and profound disabilities. Digital media is an important tool that I will use to create UDL lessons that will support diverse learners and enrich the learning experiences of my students. Conclusion Universal Design for Learning is a scientifically based approach to teaching that focuses on providing flexible learning opportunities and removing obstacles in the general education curriculum.
The UDL framework has been around for over 25 years. The experts at CAST have developed guidelines to help educators make appropriate accommodations for students with and without disabilities to support each student’s unique background, strengths, needs, and interests. UDL is based on three primary neurological networks of the brain that influence learning and help students acquire knowledge. Educators interested in obtaining more information about Universal Design for Learning should visit the CAST website.
