Learn about the UDL Knowledge Statement:

The goal is presented so that learners can perceive

and understand it.
@LearningDsigned | learningdesigned.org
© 2019 CAST | Until Learning Has No Limits
© 2019 CAST | Until Learning Has No Limits
Universal Design for Learning
Universal Design for Learning (UDL) is a
research-based framework that can be
used to anticipate human variability
and to reduce learning barriers in the
design of any environment. The UDL
Guidelines are a tool for applying UDL
to practice.
Knowledge Statements
The UDL Knowledge Statements
(KS) were developed as part of the
UDL credential initiative by Learning
Designed. Together with the UDL
Guidelines, these KS can be used to
reflect on how the design of any
learning experience anticipates
variability and reduces barriers.

©
© 2019
2019 CAST
CAST || Until
Until Learning
Learning Has
Has No
No Limits
Limits
First… a brief overview of the
UDL Knowledge Statements.

© 2019 CAST | Until Learning Has No Limits

 Overview: UDL Knowledge Statements
The UDL Knowledge Statements (KS) were developed as
part of the UDL credential initiative by CAST and the
UDL-IRN.
Together with the UDL Guidelines, these KS can be used to
reflect on how the design of a learning experience
anticipates variability and reduces barriers in any context.

@LearningDsigned | learningdesigned.org © 2019 CAST | Until Learning Has No Limits

 The UDL Knowledge Statements
Goals
The goal is presented so that learners can perceive and understand it.
The goal is separate from means, where possible.
The goal is presented to highlight its relevance.
The goal promotes expert learning by encouraging challenging ways of
thinking and doing.
Assessments
There are opportunities for flexible assessment options.
Materials & Methods
Flexible methods are available for learners.
Flexible materials are available for learners.

@LearningDsigned | learningdesigned.org © 2019 CAST | Until Learning Has No Limits

Now... a focus in on one of the
UDL Knowledge Statements.

© 2019 CAST | Until Learning Has No Limits

 Goals: UDL Knowledge Statement
Goals
The goal is presented so that learners can perceive and understand it.
The goal is separate from means, where possible.
The goal is presented to highlight its relevance.
The goal promotes expert learning by encouraging challenging ways of
thinking and doing.
Assessments
There are opportunities for flexible assessment options.
Materials & Methods
Flexible methods are available for learners.
Flexible materials are available for learners.

@LearningDsigned | learningdesigned.org © 2019 CAST | Until Learning Has No Limits

 Goals are the backbone of a learning
experience.

Just like using a GPS device helps us know

Why is it important to which route we want to take, the goal of a
learning experience helps us know what we
present goals so will be able to know and do as a result of the
learners can perceive learning experience.

and understand them? Trying to drive without a known destination is

really challenging! Similarly, without a clear
understanding of the learning goal, learners
cannot determine whether they have gained
the intended knowledge, skills, and/or ways of
thinking.

© 2019 CAST | Until Learning Has No Limits

 Each learner enters the learning experience
How can we anticipate with their own unique interests,
background knowledge, and strengths
learner variability related to the learning goal.

related to how As UDL educators, we can anticipate

variability related to how learners perceive
students perceive and and understand our goals.

understand goals? For example, there will be variability in how

students perceive the goal. There will be
variability in the meaning that learners
make from the goal statements.

© 2019 CAST | Until Learning Has No Limits

 How can we present goals that are perceivable
and understandable by learners?
Sharing the intended goal in flexible formats ensures learners continue to know
what they are working toward. For example,

● We can provide flexible options for how the goal is presented, such as having
options to see, hear, and interact with the goal.
● We can provide options for learners to understand the goal, such as having
options to discuss, process, reword and make meaning of the goal.

When we do this, we are reducing barriers and supporting every learner to develop
a clear understanding of the learning goal.

For more ideas, visit CAST’s Top 10 UDL Tips for Developing Learning Goals

@LearningDsigned | learningdesigned.org © 2019 CAST | Until Learning Has No Limits

 Ask yourself:
How will I know if my ● What options do learners have
to perceive the goal?
students perceive and ● Do all learners know where to
find the goals we’re working
understand the goal? toward?
● Are learners able to describe
the desired goal or outcome in
their own words or in their own
ways?

© 2019 CAST | Until Learning Has No Limits

Use CAST’s UDL
Guidelines
Use the UDL Guidelines to
design learning opportunities
that anticipate variability and
reduce barriers so all learners
can perceive and understand
the learning goals.

© 2019 CAST | Until Learning Has No Limits

 References

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from
http://udlguidelines.cast.org

CAST (2015). Top 10 UDL Tips for Developing Learning Goals. Retrieved from
CAST Professional Learning.

Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: Theory
and practice. CAST Professional Publishing.

@LearningDsigned | learningdesigned.org © 2019 CAST | Until Learning Has No Limits