Rilre*ndvBurhardt
Universal Design for Learning:
An Overview and Examples of
How to Use lt in the CLassroom
Since the integration and implementation of Common Core,
Universal Design for Learning, or UDL, has become a buzzword in
'What is it? What is the research supporting it?
the field of education.
How does this concept impact the classroom?
This article will address Universal Design for Learningt historical
background, the research behind the concept, what Universal Design
for Learning is, and examples of UDL in the clxsroom.
Universal Design for Learning: Historical background
The original concept of Universal Design for Learning came out of
the field of architecture. \7ith the implementation of the American
Disabilities Act, buildings were now mandated to create pathways for
people with disabilities to access the buildings. Curb cuts, ramps, push
button doors, closed captioning on TV screens; all became necessary
for people with disabilities to be provided appropriate access' \[hat
became apparent was that even though these design features were for
one set of peopie, it benefitted all people. Mothers with strollers had
an easier way to walk, people working out were able to read what was
happening on the TV through closed captioning, people with their arms
firll were able to open doors easier. Today we do not even think about
the accommodations in the buildings that make our lives easier.
Universal Design for Learning: What ls lt?
Universal Design for Learning is a conceptual understanding of how
our brains work and a means to provide flexible opportunities for
learning. It is a set of principles for curriculum development that
provides opportunities for all students to learn. Dr. David Rose
and Dr. Anne Meyer developed the concept of Universal Design
for Learning as a means for teachers to have a more flexible way of
presenting material and for students to have a more flexible way of
demonstrating their knowledge.
"Universal Design for Learning is a set of principles for
curriculnm development that give ail individuals equal
opportr-rnities to learn. UDL provides a blueprint for creating
instructional goals, methods, materials, ancl assessments that
wolk for e\reryone-not a single, one-size-fits-ail soiution but
rather flexible approaches that can be customized and adjusted
fbr individual needs."
National Center on Universal l)esign for Learning
(cue.tclAboutUDL)
8 | Sr--.r
2014 OnCUE'cue.org
Based on evidence
in the field ofneuroscience, our brains take in
information in three different networks: the recognition network, the
strategic nernork, and the affective network. These are the areas ofthe
brain that process the 'what, how, and why, or who cares" in learning'
\(hen information is presented to students, these three areas engage to
store the information.
From the research of these nefivorks, Dr. Rose and Dr. Meyer
developed the three overarching areas of UDL: 1) Multiple Means of
Representation, 2) Multiple Means of Action/Expression, and
3) Multiple Means of Engagement. These areas take into account a
means to provide information and learning to a diverse population of
learners. Under each area, there are specific guidelines that break down
the area to more understandable parts.
Research Behind UDL
in the 6elds ofneuroscience, cognitive psychology, and
learning sciences provides the basis for UDL. Teaching practices such
Research
as
scaffolding, Zone of Proximal Development, and Bloomt Thxonomy are
integral parts of the UDL concept and implementation. In addition,
the ever-increasing research on learning and brain development is a key
component in advancing the three overarching areas of UDL' As the
UDL guidelines have been completed, research supports each guideline'
For an in-depth look at the research supporting UDL, as well as the
UDL guidelines, go to www.udlcenter.org/research.
OVERVIEW OF EACH AREA OF UDL
AND EXAMPLES FOR THE CLASSROOM
Whiie each area r+'ill be described separatell', thev are not separate'
l)uring the teaching ar-rd learning
process, the areas are integrated'
1. Muttipte Means of Representation
Multiple means of representation affects the recognition nenvork of the
brain. It
is here that we store and recall the facts, figures, and details
of
information-the "what" of learning. By providing multiple ways of
presenting the information, students are able to learn the information i
the way they leara best.
Examples
for
the cLtssroorn:
would present information in a variery of ways, using
infographics or a site like Symbaloo (uT wv.symbaloo.com) for an
Teachers
al
rernate means oF represental ion.
Uniuersal Design
for Learning, or UDL,
is a conceptual uruderstarudirug of how our
brairus worb and d medns to ?rzuide fl.exible opportunities
learruing.
Teachers could be lecturing while giving a visual on the overhead
and have some actual items available for students to touch.
both students and teachers. Using items like Google Drive will
provide real-time engagement and collaboration.
Have students be active learners in the information being
presented. Use sites such as Edmodo (www.edmodo.com),
Vimeo (vimeo.com), or any variery of screencasting tools.
Gach new tools with mastered tasks and new tasks with mastered
Provide checks for understanding and comprehension
a
for
tools.
Minimize threats and distractions for students. Once students feel
safe in their environment, their abiliry to become engaged increases.
of
information.
Provide information in a studentt primary language.
Use a fipped model approach to teaching and learning.
2. Muttipte Means of Action/Expression
Just as each learner is different, his or her means of expression may also
be different. Multiple means of action/expression affect the strategic
network of the brain. It is where we store ways of demonstrating our
Conc[usion
Through the use of Universal Design for Learning, curricula will be
more flexible, students will be able to demonstrate their knowledge
more effectively, and teachers will be able to evaluate students on
their learning. Through providing a flexible means of representation,
demonstration, and engagement, AI-L students will be able to access the
curriculum in a meaningful manner. ISIX
knowledge-the "how" of learning.
Examples
for the
W'endy
Classroom:
20 years. She has her Master's
in
Special
Education, with an emphttsis on Early Childhood
Special Education. In addition, she has her certifcate
in Axistiue Technology through Cal State Dominguez
rubric for evaluation, but give students
the choice on how they present their information (e.g., dioramas,
infographics, slideshows through Prezi or Google slides, reports,
Hilk.
plays, use of Minecraft, QR codes).
for
Teachers can have the same
Broaden the ideas of writing. Vriting and journals can be done in
a variety of ways, whether it is through communication devices,
computers, or paper and pencil.
Burkhardt has been in the Special Education
feldfor
For the past fue years, she has been the Assistiue Technologl Specialist
Unifed School District. Sbe also teacltes a course
at San Jose State Uniuersity and at Saint Mary's College on Assistiue
Technologlt, Uniuersal Design for Learning, and Emerging Technologies.
San Ramon Valley
w b ur h h ardt @s ruus d. n
Create opportunities for planning, organizing, and problem-solving
both individualiy and as a group. Again, broaden our view of how
planning needs to be done based on student strengths.
Have students learn about their strengths and areas of
improvement. Taking personaliry or learning profiles can help
students to see what type oflearner they are.
3. Muttipte Means of Engagement
In order for information presented to stick, students need to be
engaged. Multiple means of engagement involves the affective nerwork
of the brain. It is the emotional connection to the information
presented-the 'why'' or "who cares" of learning. "Information that
does not engage a studentt attention is in fact inaccessible." (See
cue.tclUDLprinciple3)
for the Classroom:
Thke prior experience and activate a studentt background
knowledge.
Resources on Universat Design for Learning
Center for Apptied SpeciaL Technotogy [CASTI www.cast"org
Nationat Center on Universal Design for Learning
www.
ud
lce nte
r. o
rg/a bo utu
dI
UniversaI Design for Learning Guidetines udl.weebty.com
"The Myth of Average" by L. Todd Rose. TEDx Tatk at
youtu.be/4eBmyttcf U4
Hatt, Tracey E., Meyer, Ann, and Rose, David H., eds.
l2}12l
Universal Design for Learning in the Classrootn: Practicat
Applications. Guitford Press. New York, NY.
Examples
During transitions, change up your call and response to match the
varying cultures within your classroom. Instead of " L-2 Eyes on
you, 7-2-3 Eyes on me," use phrases that could be a part of your
students' background like "Alohd' or "Namaste."
Allow for choice.
Meyer, A., and Rose, D. l2AA2l Teaching Every Student
in the
Digitat Age: Universal Design for Learning. Association for
Supervision and Curricu[um Devetopment. Atexandria, VA.
Meyer, Anne, Rose, David H, and Gordon, David. {2011'l
tJniversal Design for Learning Theory and Practice. CAST
I
ncorporated. Wakefietd, MA.
Allow for
a variery of formats to be presented. Using an interactive,
cloud-based tool wili allow for easy sharing and commenting from
cue.org
'
Summer ZOf a OnCUE
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