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Universal Design for Learning

Universal Design for Learning. Implications On Teaching and Learning. Reaching All Learners.

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Universal Design for Learning

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  1. Universal Design for Learning Implications On Teaching and Learning

  2. Reaching All Learners • Stanford and Reeves state, "In UDL classrooms, teachers plan the highest achievement for all children including exceptionalities at both ends of the spectrum of learning as well as the group in the middle" (2009,p.4). • Planning for success benefits all learners including students with and without disabilities. The principles of UDL are effective teaching practices that can be applied to every class. • UDL provides equitable opportunities for learning while engaging students and meeting goals.

  3. UDL and ELL • Maryland State Board of Education (MSBE) explains, "UDL supports the learning of all students of all ages, including students who are gifted and talented, English Language Learners (ELLs), and students who learn differently with or without disabilities" (2011, p.10). • While ELL students receive services, many do not have a support system within content classes. UDL supports English Language Learners in learning and demonstrating knowledge. • Access to technology including Google translator, audio/visual dictionaries, and text-to-speech software can assist ELL students in reading content texts.

  4. UDL and Technology Edyburn explains, “The reason why UDL is possible today as opposed to the 1950s or 1970s is that digital technology provides a high degree of flexibility” (2008, p.38) • Print Materials • Examples include worksheets, textbooks, notes • Fixed formats • No manipulation of text • Limited to visual learning • Paper and pencil tasks • Digital Materials • Examples include computer software, Internet, videos • Flexible formats • Various ways to manipulate text • Multi-sensory learning (audio, visual, kinesthetic) • Screen and keyboard tasks

  5. Removing Barriers • Access Center & CAST state, “UDL is an approach to designing educational environments, curricula, and pedagogy that reduces barriers to learning for students with diverse backgrounds, learning styles, and abilities” (2004, p.1). • UDL requires teachers to think about what would obstruct students from learning and provide another path for learning. • Barriers can include disabilities, language acquisition, impairments, learning styles, and engagement.

  6. Braille laptops Equal access to information and opportunity to demonstrate learning with technology.

  7. Choice Student choice promotes engagement. Relevant and diverse texts meet the needs of all students.

  8. Teacher Implications • Flexible lessons designed to meet all students’ needs • Multiple representations of information • Multiple options for processing information • Multiple options for demonstrating knowledge • Commitment to UDL • Community of learning where all students are valued • Collaboration with colleagues and administration

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