Universal Design for Learning (UDL) | Special Education. Universal Design for Learning is a framework that provides educators with a structure to develop their instruction to meet the wide range of diversity among all learners. UDL is a research-based framework that suggests that a one-size-fits-all approach to curricula is not effective. UDL was inspired by universal design in architecture, where design features intended for individuals with disabilities have had unexpected benefits for the general population (e.g. curb cut outs designed for wheelchair access have benefits for strollers, rolling luggage, skateboarders, etc.) A concise definition of Universal Design for Learning was provided by the Higher Education Opportunity Act of 2008 (HEOA) The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that: Three Principles of Universal Design for Learning Questions about Universal Design for Learning Is UDL just for students with disabilities?
Universal Design for Learning Examples. Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students. Universal Design for Learning (UDL) - Universal Design for Learning (UDL) Universal Design for Learning: Meeting the Needs of All Students. Home | National Center On Universal Design for Learning. Discovering Instructional Design 11: The Kemp Model. The Morrison, Ross and Kemp Model, more commonly known as the Kemp Model defines different elements – not “step, stage, level, or sequential item” (Morrison, Ross & Kemp 2004, p.10) of an instructional design, and emphasizes the adoption of continuous implementation and evaluation through the instructional design process. According to Morrison et al, there are nine key elements to instructional design: Identify instructional problems, and specify goals for designing an instructional program. Examine learner characteristics that should receive attention during planning.
Identify subject content, and analyze task components related to stated goals and purposes. State instructional objectives for the learner. Sequence content within each instructional unit for logical learning. Design instructional strategies so that each learner can master the objectives. Figure 1. The model is systemic and nonlinear; it encourages designers to work in all areas of ID as appropriate.
Figure 1. References: