Universal Design for Learning

Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it. Specific Disabilities Universal Design for Learning (UDL) was inspired by universal design in architecture, a movement to design structures with all potential users in mind and incorporate access features such as ramps and elevators before building (Connell et al., 1997). provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. The Regulations Governing Special Education Programs for Children with Disabilities in Virginia (effective July 7, 2009) defines the terms as follows: Resources Outside Resources Top of Page

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. 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. Principle 1: Multiple Means of Representation Students differ in the ways that they perceive and comprehend information that is presented to them. Guideline 1: Provide Options for Perception Examples of Options for Perception in the Classroom:

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. 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. At CAST (the Center for Applied Special Technology), we began working nearly 25 years ago to develop ways to help students with disabilities gain access to the general education curriculum. What are expert learners? What are expert learners? Principle I.