Universal Design for Learning

Universal Design for Learning?

(from www.cast.org)

Universal Design for Learning Guidelines – Version 1.0

In today’s schools, the mix of students is more diverse than ever. Educators are challenged to teach all kinds of learners to high standards, yet a single classroom may include students who struggle to learn for any number of reasons, such as the following:

• Learning disabilities such as dyslexia
• English language barriers
• Emotional or behavioral problems
• Lack of interest or engagement
• Sensory and physical disabilities

Teachers want their students to succeed, but a one-size-fits-all approach to education simply does not work. How can teachers respond to individual differences?

CAST’s (www.cast.org) solution is called Universal Design for Learning (UDL). UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.

“Universal” does not imply a single optimal solution for everyone. Instead, it is meant to underscore the need for multiple approaches to meet the needs of diverse learners.

UDL mirrors the universal design movement in architecture and product development. Think of speakerphones, curb cuts, and close-captioned television—all universally designed to accommodate a wide variety of users, including those with disabilities.

Embedded features that help those with disabilities eventually benefit everyone. UDL uses technology’s power and flexibility to make education more inclusive and effective for all.

Recent research in neuroscience shows that each brain processes information differently. The way we learn is as individual as DNA or fingerprints. In its research, CAST has identified three primary brain networks and the roles they play in learning.

Recognition networks
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.

Strategic networks
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.

Affective networks
How students are engaged and motivated. How they are challenged, excited, or interested. These are affective dimensions—the “why” of learning.

UDL principles help educators customize their teaching for individual differences in each of these three brain networks. A universally-designed curriculum offers the following:

Multiple means of representation to give learners various ways of acquiring information and knowledge

Multiple means of expression to provide learners alternatives for demonstrating what they know, and

Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn

Flexible digital media makes it easier than ever to provide these multiple alternatives and therefore customize teaching and learning.

Imagine that students who have always been left behind finally have the opportunity to learn—and to love learning. With Universal Design for Learning, CAST is bringing the hopes of tomorrow alive in today’s classrooms.

To learn more about UDL, visit the Teaching Every Student website at www.cast.org/teachingeverystudent

Universal Design for Learning calls for …

• Multiple means of representation, to give learners various ways of acquiring information and knowledge,
• Multiple means of expression, to provide learners alternatives for demonstrating what they know,
• Multiple means of engagement, to tap into learners’ interests, offer appropriate challenges, and increase motivation.

You can learn more about CAST and Universal Design for Learning by visiting Teaching Every Student, an online resource with tools, lesson plans, and tutorials.

If you are interested in reading more about UDL, check out this link: http://cast.org/publications/bycast/index.html

This website includes resources and web links for UDL, low/simple technology, reading, writing, math, creativity, and accommodations.