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Enhancing Learning Accessibility: Universal Design for Learning (UDL) Principles and Strategies

Discover how Universal Design for Learning (UDL) principles transform education by providing equal opportunities for all learners. This approach emphasizes recognizing diverse learning needs through multiple means of representation, action, and engagement. Learn effective strategies to enhance classroom communication, especially for D/deaf and hard-of-hearing students. The P.E.A.C.E approach—Pace, Environment, Accessibility, Construct, Expansion—supports accessible communication and fosters inclusive learning. Join us in revolutionizing education for everyone!

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Enhancing Learning Accessibility: Universal Design for Learning (UDL) Principles and Strategies

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  1. P.E.A.C.E.Pace, Environment, Accessibility, Construct, Expansion Applying Communication Access Principles Through the Principles of Universal Design

  2. What is Universal Design for Learning? • UDL is a set of principles for • give all individuals equal opportunities to learn. • curriculum development that UDL video from CAST.org cast.org

  3. Recognition Networks • The "what" of learning • How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. • Present information and content in different ways • More ways to provideMultiple Means of Representation

  4. Strategic Networks • The "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. • Differentiate the ways that students can express what they know • More ways to provideMultiple Means of Action and Expression

  5. Affective Networks • The "why" of learning • How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. • Stimulate interest and motivation for learning • More ways to provideMultiple Means of Engagement

  6. Summary of UDL:Three primary principles guide UDL—and provide structure for the Guidelines: • To learn more, click on one of the Guidelines below. • Provide Multiple Means of Representation • Perception, Language, expressions, and symbols Comprehension • II. Provide Multiple Means of Action and Expression • Physical actionExpression and communication • Executive function • III. Provide Multiple Means of Engagement • Recruiting interestSustaining effort and persistenceSelf-regulation

  7. Effective Strategies Activity Instructional Communication Your ideas: • 1 • 2 • 3 • 4 • 5 • 6 Your ideas: • 1 • 2 • 3 • 4 • 5 • 6

  8. Consider Access: • Applying the Principles of Universal Design to • Classroom Communication Benefits All • Especially D/deaf and Hard-of-Hearing Students

  9. P.E.A.C.E. • PEACE supports accessible communication Pace Environment Accessibility Construct Expansion

  10. PACE 1. Pace – Facilitate group conversation.

  11. ENVIRONMENT Pace – Facilitate group conversation Environment – Command attention

  12. ACCESSIBILITY Pace – Facilitate group conversation Environment – Command attention Accessibility – Request and use sign language interpreter

  13. CONSTRUCT Pace – Facilitate group conversation Environment – Command attention Accessibility – Request and use sign language interpreter Construct– Structure your message intentionally

  14. EXPANSION Pace – Facilitate group conversation Environment – Command attention Accessibility – Request and use sign language interpreter Construct – Structure your message intentionally Expansion- Identify key words

  15. BEYOND UDL . . . Give PEACE a try!

  16. Contact information • Julie Jodoin-Krauzyk, M.Ed., M.A. • 508-678-2811, ext. 2955; D/deaf Services in L113, ext 2568, • Videophone (508) 689-7616 • julie.jodoin@bristolcc.edu • Cindy Poore-Pariseau, Ph.D. • 508-678-2811 ext. 2470 • cindy.poore-pariseau@bristolcc.edu

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