Universal Design For Learning
The Universal Design for Learning (UDL) is a crucial element of successful special education. According to Dell, Newton, and Petroff (2012), the UDL is "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design" (p. 14).
Universal Design as used in IDEA is based on the definition found in the Assistive Technology Act of 1998 ("Exploring New Territories").
"Universal design is an approach to designing course instruction, materials, and content to benefit
people of all learning styles without adaptation or retrofitting. Universal design provides equal
access to learning, not simply equal access to information. Universal Design allows the student to
control the method of accessing information while the teacher monitors the learning process and
initiates any beneficial methods.
Although this design enables the student to be self-sufficient, the teacher is responsible for imparting knowledge and facilitating the learning process. It should be noted that Universal Design does not remove academic challenges; it removes barriers to access. Simply stated, Universal Design is
just good teaching" (Universal Design for Learning).
The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement:
Universal Design as used in IDEA is based on the definition found in the Assistive Technology Act of 1998 ("Exploring New Territories").
"Universal design is an approach to designing course instruction, materials, and content to benefit
people of all learning styles without adaptation or retrofitting. Universal design provides equal
access to learning, not simply equal access to information. Universal Design allows the student to
control the method of accessing information while the teacher monitors the learning process and
initiates any beneficial methods.
Although this design enables the student to be self-sufficient, the teacher is responsible for imparting knowledge and facilitating the learning process. It should be noted that Universal Design does not remove academic challenges; it removes barriers to access. Simply stated, Universal Design is
just good teaching" (Universal Design for Learning).
The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement:
An example of a way to implement multiple means of representation is for the teacher to put their notes onto the web which will allow the students to access the information by visually looking at the notes as well as auditory from listening to the lecture. For the visually impaired students the lecture may also be recorded to capture the notes in alternate format.
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Resources:
Dell, A.G., Newton, D.A., and Petroff, J.G. (2012). Assistive Technology in the Classroom. Upper Saddle River: Pearson.
Exploring New Territories. (n.d.). Exploring New Territories. Retrieved from http://www.palmbeachschools.org/ese/udl.html
Universal Design for Learning. (n.d.). Retrieved November 27, 2012, from http://ada.osu.edu/resources/fastfacts/Universal-Design-FF.pdf
Leadership in Public Education. (n.d.).: Part 1: The Fine Arts Are UDL! (Universal Design for Learning). Retrieved from http://petruccidoi.blogspot.com/2011/11/part-1-fine-arts-are-udl-universal.html
Dell, A.G., Newton, D.A., and Petroff, J.G. (2012). Assistive Technology in the Classroom. Upper Saddle River: Pearson.
Exploring New Territories. (n.d.). Exploring New Territories. Retrieved from http://www.palmbeachschools.org/ese/udl.html
Universal Design for Learning. (n.d.). Retrieved November 27, 2012, from http://ada.osu.edu/resources/fastfacts/Universal-Design-FF.pdf
Leadership in Public Education. (n.d.).: Part 1: The Fine Arts Are UDL! (Universal Design for Learning). Retrieved from http://petruccidoi.blogspot.com/2011/11/part-1-fine-arts-are-udl-universal.html