Universal-Design-for-Learning-and-the-Common-Core-ELA-Standards-Rigorous-Reading-and-Writing-Istructions-for-All. Guidelines and Principles : About UDL : Universal Design For Learning. About Universal Design for Learning (UDL) Examples of UDL in Practice Guidelines and Principles of UDL The goal of education in the 21st century is not simply the mastery of knowledge. It is the mastery of learning. Education should help turn novice learners into expert learners-individuals who know how to learn, who want to learn, and who, in their own highly individual ways, are well prepared for a lifetime of learning. Diversity is the norm, not the exception, wherever individuals are gathered, including schools. Three Principles Organize the UDL Guidelines The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. Like UDL itself, these Guidelines are flexible and should be mixed and matched into the curriculum as appropriate.
As a way of utilizing the principle of multiple means of representation we present the graphic left. Download a 1-page graphic of these UDL guidelines, provided courtesy of 2008 CAST. Universal Design for Learning: Meeting the Needs of All Students. Universal Design for Learning (UDL) Guidelines - Version 1.0.
Available Downloads: Table of Contents: Introduction The goal of education in the 21st century is not simply the mastery of knowledge. It is the mastery of learning. Education should help turn novice learners into expert learners—individuals who know how to learn, who want to learn, and who, in their own highly individual ways, are well prepared for a lifetime of learning. Universal Design for Learning (UDL) is an approach that addresses and redresses the primary barrier to making expert learners of all students: inflexible, one-size-fits-all curricula that raise unintentional barriers to learning. Diversity is the norm, not the exception, wherever individuals are gathered, including schools. Universal Design for Learning helps meet the challenge of diversity by suggesting flexible instructional materials, techniques, and strategies that empower educators to meet these varied needs.
Three primary principles guide UDL—and provide structure for these Guidelines: Principle I. Principle I. Principle I. Provide Multiple Means of Representation. Click to Get the Guidelines! Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.
Guideline 1: Provide options for perception Checkpoint 1.1 Offer ways of customizing the display of information In print materials, the display of information is fixed and permanent. Tell Me More! Suggested citation.