UDL FAQs > THE
FACTS FOR EDUCATORS
Universal Design for Learning
THE FACTS FOR EDUCATORS*
*Educators refers to teachers, paraeducators
and specialized instructional support personnel
1) What is Universal Design and Universal Design for Learning?
The term “universal design” refers to the movement
within architecture and product development to create places
or things that are accessible to as many people as possible,
including those with disabilities.
Universal Design for Learning (UDL) is a framework and set
of principles to provide ALL students equal opportunities
to learn. Using UDL principles in the general education classroom
makes curriculum and instruction accessible and engaging
for all learners. Curriculum barriers are reduced; learning
is supported; students gain knowledge, skills, and enthusiasm
for learning; and their learning is validly assessed.
2) What are the benefits of UDL?
As any educator knows, students come to the classroom with
a variety of needs, skills, talents, interests and diverse
learning styles. For many learners, the typical curriculum
is littered with barriers and roadblocks, while supports
are relatively few.
UDL turns this scenario around and supports curriculum design
that is responsive to today’s diverse classrooms.UDL
improves educational outcomes for ALL students by ensuring
meaningful access to the curriculum and accurate skill and
knowledge assessment. In addition UDL complements existing
school reform initiatives.
3) What are the principles of UDL?
• Provide multiple and flexible methods of presentation
to give students with diverse learning styles various ways
of acquiring information and knowledge.
•
Provide multiple and flexible means of expression to provide
diverse students with alternatives for demonstrating what
they have learned, and
•
Provide multiple and flexible means of engagement to tap
into diverse learners' interests, challenge them appropriately,
and motivate them to learn.
Using these three principles, UDL embeds flexibility into
the components of the curriculum: goals, teaching methods,
instructional materials and assessments.
4) Isn’t UDL
just for students with disabilities?
Absolutely not. UDL was first mentioned in regard to making
instruction accessible for students with disabilities, but
it is a format that gives ALL students the opportunity to
learn. For example, video captioning is of great help to
students with hearing impairments—and is also beneficial
to students who are learning English, students who are struggling
readers, students with attention deficits, and even students
working in a noisy classroom.
5) In what ways does UDL provide
access to the general education curriculum for all students?
Brain research tells us that learning requires interconnections.
Using the principles of UDL embeds flexibility into key aspects
of the general education curriculum: goals, teaching methods,
instructional materials and assessments. UDL allows ALL learners
to make interconnections and use their skills and interests
to fully engage in the learning situation.
Increasing physical access and eliminating physical barriers
to educational sites is an essential step in universal design
but genuine learning requires much more than physical access—it
requires cognitive (or intellectual) access, too.
For example, providing a digital text of a novel with built-in
comprehension supports is one way to apply the principle
of multiple means of presentation to instructional materials.
A student who has difficulty reading printed text could use
the text reader feature, while a student who needs help with
reading comprehension could use imbedded vocabulary definitions,
highlighted abstract literary concepts, foreign language
translations, or animated coaches that assist with answering
comprehension questions. For examples see http://udleditions.cast.org.
6) What legislation calls for
the use of UDL?
The Individuals with Disabilities Education Act of 2004
and the Higher Education Opportunity Act of 2008 have provisions
for Universal Design and Universal Design for Learning.
7) What is the role of educators in UDL implementation?
Educators
are key to UDL implementation. They can promote the use of
UDL by:
• Serving on curriculum selection committees and encouraging
school districts to purchase curriculum materials that incorporate
UDL principles.
•
Adopting UDL principles in designing and planning the instructional
strategies for their classrooms.
•
Demonstrating how to use UDL principles to their teaching colleagues.
•
Requesting professional development on UDL for all educators
in their school or district.
8) What is being done to promote the implementation of UDL
?
The National UDL Task Force works to incorporate the principles
of UDL into federal policy and practice initiatives and to
promote UDL in the school environment.
Language recommended by the Task Force was incorporated
into the Higher Education Opportunity Act of 2008. In addition,
the Task Force has recommended UDL legislative language for
the reauthorization of the Elementary and Secondary Education
Act and will make recommendations for the reauthorization
of the Individuals with Disabilities Education Act. The Task
Force also seeks increased dissemination of information about
UDL by the U.S. Department of Education and other federal
agencies. See the UDL Toolkit at www.osepideasthatwork.org/udl
The National UDL Task Force is comprised of more than thirty
national education and disability organizations. For a complete
listing of Task Force members, visit our website at www.udl4allstudents.com.
9) Where can I find more information?
We welcome your support - come join us in our efforts. Visit
our website at www.udl4allstudents.com or
contact Ricki Sabia at rsabia@ndss.org.
*This material was produced with the assistance of Center
for Applied Special Technology (www.cast.org)
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