EDUC 227 NOTEs

UNIVERSAL DESIGN FOR LEARNING (UDL)

 It was developed by the researchers of the Center for Applied Special
Technology
 Its goal is to create an inclusive classroom environment through eliminating
barriers in learning and meeting the needs of the students. It aims to enable
learners to learn and demonstrate their knowledge through multiple learning
preferences (auditory, visual, kinesthetic, tactile, etc.).

3 PRINCIPLES OF UDL
1. Multiple means of representation
(e.g. providing a textbook during discussion)

2. Multiple means of action and expression

(e.g. providing oppurtunities for physical action (to move in the classroom),
expression and fluency (like presenting a painting in the class for self expression)
provide options for expression for executive functions

3. Multiple means of engagement

(e.g. activities that will take the interest of the learners for them to be motivated in
learning)

IMPORTANCE OF UNIVERSAL DESIGN FOR LEARNING (UDL)

1. Provides equal oppurtunity (to prevent discrimination and no one will be left
behind)
2. Flexible & reduces barriers (e.g. catering the different learning needs/styles of
the students through flexible learning materials)
3. Accessible for all (assuring that education is accessible through providing
different kinds of learning materials that will cater the needs of every diverse
students)
4. Fully inclusive and promotes success (will acknowledge the different
strengths and ways of the students to present their learnings)
5. This will benefit all learners (e.g. through accomodating different learning
styles of the students)
 6. Preparing students for the real world
7. Allowing personalized learning experiences (allows the students to take
ownership in their learning)

UNIVERSAL DESIGN FOR LEARNING EXAMPLES AND GUIDELINES

1. Knowing the strength and weaknesses of students (allows the teachers to
tailor teaching strategies to understand the learning preferences of the students
and make them engage more confidently in the classroom)
2. Give students specific learning goals (will serve as a guide for the teacher and
to provide clarity on what should be the learning targets)
3. Display Information in a Flexible Format (provide multiple ways to
presentation like accomodating auditory, visual, kinesthetic, etc. learners.)
4. Adapt information for multilingual students. (e,g, teachers can offer language
support programs, multilingual resources or use the bilingual technique in class
instruction)
5. Create multiple options for expression and assignment completion (to cater
the diverse learning needs like making them create essays, video reporting,
comic strips)

IMPLICATIONS OF ASSESSMENT TO LESSON PLANNING

1. Alignment with learning objectives – Lesson planning and assessments

should accurately measure what are the expected learning outcomes of the
students.
2. Differentiation – Differentiated instructions to meet the diverse learning needs of
the students/accommodate individual differences of the students.
3. Feedback Loop – Students – feedback helps for their learning
Teacher – to be updated and informed of the students’
performance

INSTRUCTIONAL MATERIAL DEVELOPMENT

Universally designed instructional materials

 Instructional materials must be good for all (inclusive)

 Instructional materials must be flexible, rather than fixed materials (catering the
different learning needs of the students)
 The teacher should ensure that the instructional materials are accessible for the
students

Types of Learners
  Visual - e.g. Diagrams, Graphic Organizers
 Auditory - e.g. voice messages / audio records
 Kinesthetic - Learning by doing (e.g. if the students doesn’t know what is sand,
then bring an example of the sand so the students can see and touch sand)
 Reading/Writing - (e.g. clear reading materials?)
 Logical/Analytical - Give them activities that will use their logic and analytical
skills
 Social Linguistic - Learn with their peers (e.g. threads, apps where the students
can type comments regarding their learning)
 Solitary - e.g. Give them “me” time
 Nature - Excel when in contact with nature

UNIVERSAL DESIGN TEACHING PRACTICES

TEACHING PRACTICES OF UNIVERSALLY DESIGNED