1. Universal Design for Learning: An Introduction
Welcome to today’s webinar, Universal Design for Learning: An Introduction
Hello, ( we will all introduce ourselves) : Kateri Kennedy, Nzinga Foluke-Henderson and Blanca Perez-Ferdinand
Today we are going to provide an overview of Universal Design for Learning, which is part of our NYC Dept of Education Citywide Instructional Expectations for the school year. It is important to know, as we move forward with education in the 21st century, that the goal is not simply to master content knowledge or the use of new technology, but rather it is the mastery of the learning process that is paramount.
3. All of the information provided throughout this webinar is from literature published by David Rose, Ann Meyer, and the CAST website. ↓E
Division of Students with Disabilities and English Language Learners
May 2012

2. What is UDL? UDL AT A GLANCE
1. What is UDL or Universal Design for Learning? ↓E
2. To better understand UDL, let us look at a video produced by
CAST. (link to film)
CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning. (go back to PowerPoint Slide #3)

3. How is Universal Design for Learning (UDL) defined?
The term UDL means a scientifically valid framework for guiding educational practice that:
Provides flexibility in the ways information is presented (recognition), in the ways students respond or demonstrate knowledge and skills (action and expression), and in the ways students are engaged (engagement); 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 English Language Learners. (Higher Education Opportunity Act of 2008)
How is Universal Design for Learning defined? ↓E, ↓E
2. (Read slide in its entirety.)
In brief, Universal Design for Learning is a set of principles for curriculum development that gives all individuals equal opportunities to learn. ↓E

4. The UDL Guidelines are a set of strategies that can be employed to overcome the barriers inherent in most existing curricula.
They are not meant to be a prescription , but rather as a basis for building in the options and the flexibility that are necessary to maximize learning opportunities.
In many cases, you may find that you are incorporating many of these guidelines in your current educational practice.
4. This slide represents a three-column version of the principles, guidelines, and checkpoints. ↓E

5. What Relationship Does the Brain Have to Learning
What Relationship Does the Brain Have to Learning? Three Primary Brain Networks
Recognition Networks
The "what" of learning…
How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
Strategic Networks
The "how" of learning…
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
Affective Networks
The "why" of learning…
How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
What relationship does the brain have to learning? Three primary principles, which are based on neuroscience research, guide UDL and provide the underlying framework for the Guidelines.
The research basis for the general principles of UDL is also grounded in modern neuroscience. The three basic principles are built upon the knowledge that our learning brains are composed of three different networks, recognition, strategic, and affective.
The Guidelines align these three networks with the three principles (recognition to representation, strategic to action and expression, and affective to engagement).
This empirical base in neuroscience provides a solid foundation for understanding how the learning brain intersects with effective instruction. This alignment is further extended and clarified by the guidelines and checkpoints.
According to David Rose and Ann Meyer, authors of Teaching Every Student in the Digital Age: Universal Design for Learning, the brain is the most powerful learning tool that the student brings to the classroom. It is also highly complex and something of a mystery.
Learning is distributed across 3 interconnected networks: the Recognition Networks are specialized to receive and analyze information (the “what” of learning); the Strategic Networks are specialized to plan and execute actions (the “how” of learning); and the Affective Networks are specialized to evaluate and set priorities (the “why” of learning).
It is very important to note that learners differ within and across all three brain networks, showing shades of strength and weakness that make each of them unique. ↓E

6. Recognition Networks: The What of Learning
Principle 1: Provide Multiple Means of Representation
How am I going to ensure that key information is equally
perceptible by all students . . .
How am I going to ensure accessibility, clarity, and
comprehensibility for all students . . .
How am I going to provide the necessary scaffolds to
ensure that all students have access to knowledge and can
assimilate new information . . .
so that all of my students will be successful?
Let’s take a look at the first network, the “what” of learning.
Located in the back of the brain, Recognition Networks enable us to interpret patterns of sound, light, taste, smell and touch. These Networks enable us to recognize voices, faces, letters and words, as well as more complex patterns such as an author’s style and nuance and abstract concepts, like justice.
When you are designing lessons, units and/or curricula to address Recognition Networks , and eliminate potential barriers for your students, you might want to ask yourself several of these questions: ↓E
  How am I going to ensure that key information is equally perceptible by all
students ↓E
How am I going to ensure accessibility, clarity, and comprehensibility
for all students ↓E AND
How am I going to provide the necessary scaffolds to ensure that all
students have access to knowledge and can assimilate new
information ↓E
so that all of my students will be successful? ↓E

7. Principle 1: Provide Multiple Means of Representation
Critical Planning Questions to Maximize Learning
Provide options of perception
Should information be formatted and displayed in a modality that enhances
readability? (e.g., text or graph size, color-contrast options)
Provide options for language, mathematical expressions, and symbols
How will I clarify important vocabulary or syntax? (e.g., embedded support,
highlight terms) How will I reduce the barriers for decoding? (e.g., text to
speech, digital text)
Provide options for comprehension
How might I activate prior knowledge required for assimilating new
information? (e.g., graphic organizers or maps, cross-curricular analogies,
visual imagery)
Let’s look at the Principle #1: Provide Multiple Means of Representation that is operationalized by the Recognition Networks of the Brain.
When planning universally designed instruction and educational activities for students, it is imperative to eliminate unnecessary barriers without eliminating the necessary challenges. To ensure that all students have access to curriculum content, consider the questions that are associated with each of the guidelines and checkpoints.
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 it allows 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. Most important, the burden of adaptation should be first placed on curricula, not the learner.
So let’s ask ourselves (read critical questions from the slide) ↓E
Should information be formatted and displayed in a modality that enhances readability? ↓E
How will I clarify important vocabulary or syntax? How will I reduce the barriers for ↓E
decoding?
How might I activate prior knowledge required for assimilating new information? ↓E

8. Three Primary Brain Networks
Recognition Networks
The "what" of learning…
How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks
Strategic Networks
The "how" of learning …
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks
Affective Networks
The "why" of learning…
How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
Now let’s look at the Strategic Networks: The “How” of learning.
It is through the Strategic Networks that we plan, execute, and monitor and internally generate mental and motor patterns – actions and skills as diverse as sweeping the floor, deciding a chess move or choosing a college.
What most of us do not realize is that conscious or not, strategy is involved in everything we do. ↓E

9. Strategic Network: The How of Learning
Principle 2: Provide Multiple Means of Action & Expression
Have materials been provided with which all students can interact, navigate, and express what they know  
Have I provided alternative modalities for expression, to level the playing field and to allow all students the opportunity to express knowledge, ideas, and concepts in the learning environment . . .
How have I provided necessary strategies and scaffolds for students to be more plan-full and strategic . . .
so that all of my students will be successful?
Let’s look at the second network, the “how” of learning.
The neural networks responsible for generating patterns of mental and motor action -- occupy their own unique territory, located primarily in the part of the brain called the frontal lobes.
So again when you are designing lessons, units and/or curricula to address Strategic Networks to eliminate potential barriers for your students, you might want to ask yourself several of these questions: ↓E
Have materials been provided with which all students can interact, navigate, and express what they know ↓E
Have I provided alternative modalities for expression, to level the playing field and to allow all students the opportunity to express knowledge, ideas, and concepts in the learning environment ↓E AND
How have I provided necessary strategies and scaffolds for students to be more plan-full and strategic ↓E
so that all of my students will be successful? ↓E

10. Principle 2: Provide Multiple Means of Action & Expression
Critical Planning Questions to Maximize Learning
Provide options for physical action
How can I reduce barriers to learning required by motor demands of a
task, response, selection, and composition? (e.g., physical manipulatives and
technologies, marking with pen and pencil, mouse control, joystick, keyboard)
Provide options for expression and communication
To reduce media-specific barriers to expression, how will I ensure students have alternative media for expression? (e.g., compose using text, speech, illustration, music)
Provide options for executive function
How might I activate prior knowledge required for assimilating new
information? (e.g., graphic organizers or maps, cross-curricular analogies,
visual imagery)
Let’s look at the Principle #2: Provide Multiple Means of Action and Expression that is operationalized by the Strategic Networks of the Brain.
Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (e.g., executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.
So let’s ask ourselves: How will I support students?. What critical planning questions should I ask? (Read questions from slide) ↓E
How can I reduce barriers to learning required by motor demands of a task, response, selection, and composition? ↓E
To reduce media-specific barriers to expression, how will I ensure students have alternative media for expression? ↓E
How might I activate prior knowledge required for assimilating new information? ↓E

11. Three Primary Brain Networks
Recognition Networks
The "what" of learning…
How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks
Strategic Networks
The "how" of learning…
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks
Affective Networks
The "why" of learning…
How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
Now let’s look at the Affective Networks: The “Why” of learning.
According to Antonio Damasio (1994), Affective Networks are made up of many specialized modules, located predominantly at the core of the brain and associated with the limbic system because affective networks are distributed across many modules, learners exhibit many differences along many continua that influence their motivation to learn and their subsequent and on-going engagement with learning tasks. ↓E

12. Affective Network: The Why of Learning
Principle 3: Provide Multiple Means of Engagement
Have I provided alternative ways to recruit student interest, ways that reflect inter- and intra- individual differences amongst students . . .
Have I provided options for students who differ In motivation and self-regulation skills . . .
Have I provided alternatives to support students with different aptitudes and prior experience to effectively manage their own engagement and affect . . .
so that all of my students will be successful?
Let’s look at the third network, the “why” of learning.
Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn.
There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors.
Some learners are highly engaged by spontaneity and novelty, while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers.
In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.
When you are designing lessons, units and/or curricula to address Affective Networks , and eliminate potential barriers for your students, you might want to ask yourself several of these questions: ↓E
Have I provided alternative ways to recruit student interest, ways that reflect inter- and intra- individual differences amongst students ↓E
Have I provided options for students who differ In motivation and self-regulation skills ↓E
Have I provided alternatives to support students with different aptitudes and prior experience to effectively manage their own engagement and affect ↓E
so that all of my students will be successful ↓E

13. Principle 3: Provide Multiple Means of Engagement
Critical Planning Questions to Maximize Learning
Provide options for recruiting interest
What choices are provided for students to ensure engagement, within tasks of the lesson or assessment skills? (e.g. level of challenges, rewards and recognitions, completion of task)
Provide options for sustaining effort and persistence
What strategies will I employ to foster and sustain student motivation,
effort, and concentration? (e.g., goal formulation, restatement, posting
hand-held or computer-based scheduling tools; prompts or scaffolds)
Provide options for self-regulation
What will I do to help students self-regulate and effectively deal with
frustration in order amplify and augment motivation? (e.g., self-
regulatory goals, frequency of self-reflection and self- reinforcements)
Let’s look at the Principle #3: Provide Multiple Means of Engagement that is operationalized by the Affective Networks of the Brain.
So what are some questions you can ask yourself when creating lessons, units, and/or curricula? ↓E (Read questions from slide)
What choices are provided for students to ensure engagement, within tasks of the lesson or assessment skills? ↓E
What strategies will I employ to foster and sustain student motivation,effort,
and concentration ↓E
What will I do to help students self-regulate and effectively deal with
frustration in order amplify and augment motivation? ↓E

14. In Summary: UDL seizes the opportunity brought by rapidly evolving
communication technologies to create flexible methods and
materials that can reach diverse learners.
Instilling flexibility into methods and materials maximizes
learning opportunities not only for students with identified
disabilities but for all students.
UDL is not just one more thing, it is an integral component
of improving student learning compatible with other
approaches to education reform.
Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: ASCD.
In summary, ↓E
UDL seizes the opportunity brought by rapidly evolving communication technologies to create flexible methods and materials that can reach diverse learners. ↓E
Instilling flexibility into methods and materials maximizes learning opportunities not only for students with identified disabilities but for all students. ↓E
UDL is not just one more thing, it is an integral component of improving student learning compatible with other approaches to education reform. ↓E

15. Moving Forward
Download & Read UDL Guidelines: Version
Explore website
View CAST videos
In moving forward and learning even more about UDL you can
Download & Read UDL Guidelines: Version 2.0
Explore website
View CAST videos ↓E

16. More Questions and Discussion …
If you have any questions, please feel free to
Division of Students with Disabilities and English Language Learners
52 Chambers Street ~ Room 220
New York, N.Y
Select questions to answer for period of a 10-minute discussion period.
Alert participants to next steps:
These materials will be archived and can be accessed through Principal’s Weekly