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Universal Design for Learning - ETEC 510

Universal Design for Learning - ETEC 510

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Published by Camille Maydonik

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Published by: Camille Maydonik on Jul 08, 2011
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Hangaram Design MuseumSeoul Arts CenterPlayground based on Universal Design
Universal Design for Learning
From ETEC 510
This page was originally authored by Jody Onuma (2007).This page has been further authored (major entry) by Camille Maydonik (2009). In 2011, Laura Bonnor, editedthis pageand moved some of the information to Differentiated Instruction, Understanding by Design andUniversal Design for Learning: A stable planning approach.
1 What is Universal Design f orLearning? (UDL)1.1 Dr. David Rose: Podcast- An Introduction toUniversal Design forLearning.1.2 Dr. David Rose: KeynoteAddress2 Framework of UDL2.1 Recognition Networks2.2 Strategic Networks2.3 Affective Networks3 Using UDL to Support EveryStudent's Learning3.1 Recognition Support3.2 Strategic Support3.3 Affective Support4 Using Multiple Means4.1 Representation4.2 Expression4.3 Engagement5 Outcomes of UDL6 See Also7 References / External Links
What is Universal Design for Learning?
Ron Mace
Universal Design (http://en.wikipedia.org/wiki/Universal_design) is a term coined byRon Mace in the 1960s applied to the design of “barrier-free(http://en.wikipedia.org/wiki/Barrier-free) or accessible(http://en.wikipedia.org/wiki/Accessibility) architecture. The principles were of benefit topeople with disabilities but also found to be universally beneficial leading to thedevelopment of Seven Principles of Universal Design(http://en.wikipedia.org/wiki/Universal_design) . Universal designers began their workwith the "user" in mind. The idea of applying the Seven Principles of Universal Designto education resulted in the beginnings of Universal Design Learning (UDL)(http://www.cast.org/research/udl/index.html) . The paradigm of UDL, which was first developed by the Centerfor Applied Special Technology (CAST) (http://www.cast.org/) , is a means of respecting a variety of diverseindividual learning styles without requiring adaptation. This theoretical framework promotes the success for alllearners by inherently having the flexibility to support each individual's needs. UDL applies to all learners, notexclusively to individuals with disabilities, but aims to provide everyone with equal access to learning. Thisincludes diverse learners recognized by various frameworks such as Multiple Intelligence(http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm) and Mel Levine'sneurodevelopmental constructs (http://www.allkindsofminds.org/) .
What follows on this page is a summary of selected sections of the book
Teaching Every Student in the Digital Age: Universal Design for Learning
written byDavid H. Rose and Anne Meyer (2002).
Dr. David Rose: Podcast - An Introduction to Universal Design for Learning(http://inclusiveworkshop.ca/index.php?page=udl-classroom) .
Rose, D. H., & Meyer, A. (2002).
Teaching every student in the Digital Age : Universal Design for Learning
(http://www.cast.org/teachingeverystudent/ideas/tes/)Alexandria, Va: Association for
Supervision and CurriculumDevelopment.Rose, D. H., & Meyer, A. (2002).
Teaching every student in the Digital Age :Universal Design for Learning - Chapter 4
(http://www.cast.org/teachingeverystudent/ideas/tes/chapter4.cfm) Alexandria, Va:Association for Supervision and Curriculum Development.
Dr. Rose delivered an inspiring keynote address for a Showcase of Universal Design for Learning on theprovincial (British Columbia) non-instructional day, October 24, 2008.
Dr. David Rose: Keynote Address (http://events.insinc.com/setbc/20081024/)
Framework of UDL
Effective teaching and learning engages all
three brain networks
Recognition Networks

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