Universal design for learning

Draft

Definition

Universal Design for Learning (UDL) is an instructional design model for designing curricula that engable all individuals to gain knowledge, skills, and enthousiasm for learning.

Principle

UDL relies on the idea that there exist three primary brain networks playing different roles in learning. According to UDL Homepage at CAST:

• Recognition networks: Gathering facts. How we identify and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks- the "what" of learning.
• Strategic networks: Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks - the "how" of learning.
• Affective networks: How students are engaged and motivated. How they are challenged, excited, or interested. These are affective dimensions- the "why" of learning.

Therefore, an universally-designed currulum should offer the following:

• Multiple means of representation to give learners various ways of acquiring information and knowledge
• Multiple means of expression to provide learners alternatives for demonstrating what they know, and
• Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn

More details in executive format can be found in a table in the FORMATEX 2006 paper: Supporting post secondary learners with psychiatric disabilities in online environments. The most detailed model we found is in Grabinger et al., 2008.

Links

Center for applied special technology (CAST)

• CAST Homepage
• CAST Universal design for learning
• Teaching Every Student (TES)

Other

• Universal Design for Learning - Improved Access for All, by Nancy Firchow.

References

• Dolan, R. P. & Hall, T. E. (2001). Universal Design for Learning: Implications for Large-Scale Assessment. IDA Perspectives 27(4): 22-25. pdf

• Grabinger, R. Scott, Cary Aplin and Gitanjali Brenner-Poppanna (2006). Supporting post secondary learners with psychiatric disabilities in online environments, Formatex 2006. PDF

• Grabinger, R. Scott, Cary Aplin, and Gitanjali Ponnappa-Brenner (2008). Supporting Learners with Cognitive Impairments in Online Environments, TechTrends 52(1), 63 -69. DOI: 10.1007/s11528-008-0114-4 (Access restricted)

• Hitchcock, C., Stahl, S. (2003). Assistive technology, universal design, Universal Design for Learning: Improved opportunities. Journal of Special Education Technology 18(4). HTML

• Meyer, A., & O'Neill. L. A. (2000). Supporting the motivation to learn: How Universal Design for Learning can help. Exceptional Parent 30(3): 35-39.

• Pisha, B., & Coyne, P. (2001). Smart from the start: The promise of Universal Design for Learning. Remedial and Special Education 22(4): 197-203.

• Rose, David H. and Anne Meyer (eds.) (2006). A Practical Reader in Universal Design for Learning, Harward Education Press, ISBN: 1-891792-29-6

• Rose, D. H. (2001). Universal Design for Learning: Deriving Guiding Principles from Networks that Learn. Journal of Special Education Technology 16(1): 66-70. PDF

• Rose, D. H., & Dolan, R. P. (2000). Universal Design for Learning: Assessment. Journal of Special Education Technology 15(4). HTML

• Rose, D. H., Grogan, D. et al. (2000). Walking the Walk: Universal Design on the Web. Journal of Special Education Technology 15(3). HTML

• Rose, D. H., & Meyer, A. (2000). Universal Design for Learning. Journal of Special Education Technology 15(1): 67-70.

• Rose, D. H., Stahl, S. et al. (2002). Universal Design for Learning: Digital text in the classroom. Journal of Special Education Technology 17(2). HTML