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LaTonya Bethune

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Universal design for learning approaches

LaTonya Bethune Grand Canyon University: SPD-500 September 9,2020

UDL Principles

Universal Design for Learning (UDL) offers the opportunity for all scholars to access, contribute in, and advance in the universal-education curriculum by minimizing barriers to instruction Universal Design for learning structure values diversity via practical design of a comprehensive curriculum, hence minimizing or alleviating barriers to academic prosperity Universal Design for Learning addresses three learning systems within a generally demarcated concept of curriculum that comprises methods, materials, goals, and assessment

UDL Principles Application

Conferring to the three Universal Design Learning principles; each area of the curriculum should offer manifold, diverse, and flexible choices for engagement, expression, and representation: Principle one offer multiple ways of representation (recognition network), principle two offer multiple ways of action and expression (strategic network), and principle three offer multiple ways of engagement (affective network) (Jimenez, Graf, & Rose, 2007). 3

Conferring to the three Universal Design Learning principles; each area of the curriculum should offer manifold, diverse, and flexible choices for engagement, expression, and representation:

Principle one offer multiple ways of representation (recognition network)

Principle two offer multiple ways of action and expression (strategic network)

Principle three offer multiple ways of engagement (affective network)

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Universal Design for Learning Guidelines

Info that is not attended to, that does not engage scholars’ cognition, is in fact inaccessible. It is out of reach both at the time and later on, in light of the fact that applicable data goes unnoticed and natural. Accordingly, instructors give extensive exertion to selecting student consideration and commitment. Numerous sorts of learning, especially the learning of aptitudes and techniques, require supported consideration and exertion(King-Sears, 2014). At the point when inspired to do as such, numerous students can manage their consideration and influence so as to support the exertion and focus that such learning will require. 4

Engagement Guidelines include:

Recruiting interest

Sustaining effort and persistence

Self regulation

Universal Design for Learning Guidelines

Representation Guidelines Perception Language and symbols Comprehension

Learning is outlandish if data is subtle to the student and troublesome when data is introduced in designs that require phenomenal exertion or help. To lessen boundaries to learning, guarantee that key data is similarly distinguishable to all students by: one) giving similar data through various modalities (e.g., through vision, hearing, or contact); two) giving data in an arrangement that will consider flexibility by the client (e.g., text that can be extended, sounds that can be enhanced). Such various portrayals not just guarantee that data is available to students with specific tactile and perceptual handicaps, yet in addition simpler to get to and grasp for some other (King-Sears, 2014).

Universal Design for Learning Guidelines

Action and expression guidelines Physical action Expression and communication Executive functions

Navigation and interaction in those restricted manners will raise boundaries for certain students, those with physical incapacities, visual impairment, dysgraphia, or who need different sorts of leader working backings. It is critical to give materials which everything students can communicate. Appropriately planned curricular materials give consistent interface regular assistive advancements through which people with development hindrances can explore and communicate what they know, to permit route or collaboration with a solitary switch, through voice initiated switches, extended consoles and others(CAST, 2018) . 6

Evidence-based UDL Instructional Approaches or Adaptations Three specific UDL instructional approaches or adaptations that teachers may utilize include: Thematic teaching-teacher concentrates on a certain theme to present to the scholars in several content areas Cooperative learning-scholars working jointly using each other as sources of learning Differentiated instruction-tutor distinguishes the content that they are tutoring

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Three specific UDL instructional approaches or adaptations that teachers may utilize are differentiated instruction, cooperative learning, and thematic teaching. Differentiated instruction is when a teacher differentiates the content that they’re teaching. Also it is how a student learns the content and how they demonstrate their knowledge of the content. Cooperative Learning is students working together using each other as sources of learning. Thematic teaching is when the tutor concentrates on a particular theme to present to the students in various content areas(King-Sears, 2014). I believe these three learning strategies will enhance the victory of learners with and without disabilities since each of these strategies illustrates various ways of engagement, presentation, and expression. 7

Influence of Evidence-Based Strategies UDL guidelines offer numerous approaches for engagement, representation, and action and expression UDL can warrant that all students can access and contribute in significant, learning opportunities UDL give better opportunity to study the same material irrespective of their abilities For instance, a tutor can offer various communication ways

UDL could influence instructional practice in various ways. UDL can warrant that all students can access and contribute in significant, challenging learning opportunities. Giving learners this opportunity will give them a better chance to learn the same material whether they're classified as TAG, SPED, or ELL. This levels the learning field for every learner(CAST, 2018). The UDL guidelines offer various approaches for engagement, representation, and action and expression. The eventual goal of a tutor is to be certain that all scholars are able to learn the material that is being taught. For example, a teacher can provide multiple ways for students to communicate. Such as comics, drawings, speech, text, or storyboards just to name a few. Also, learners can solve a problem applying a range of approaches. 8

Links to Additional Reources https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx? direct=true&db=eric&AN=EJ796250&site=eds-live&scope=site https://doi-org.lopes.idm.oclc.org/10.1177/0731948714528337 https://doi-org.lopes.idm.oclc.org/10.1177/0731948714528337 https://www.washington.edu/doit/how-can-universal-design-be-applied-instruction?128= http://udlguidelines.cast.org

The first link offers info regarding how to identify student’s weaknesses and strengths which is useful to teachers when implementing UDL framework. The second link concerns use of digital materials by explaining when it is necessary for use by teachers when executing UDL framework. The third link concerns strategies applied by teachers to select the kind of software for use to accommodate all learning needs of students. The last two links concerns low and no tech options which should be considered by tutors when implementing UDL framework.

References CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

How can universal design be applied to instruction? (n.d.). Retrieved from https://www.washington.edu/doit/how-can-universal-design-be-applied-instruction?128= King-Sears, P. (2014). Introduction to Learning Disability Quarterly special series on Universal Design for Learning: Part one of two. Learning Disability Quarterly, 37(2), 68– 70. https://doi-org.lopes.idm.oclc.org/10.1177/0731948714528337 Jimenez, T. C., Graf, V. L., & Rose, E. (2007). Gaining Access to General Education: The Promise of Universal Design for Learning. Issues in Teacher Education, 16(2), 41–54. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx? direct=true&db=eric&AN=EJ796250&site=eds-live&scope=site

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