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Principles of Udl

universal design for learning simplified

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Jafeth Ceciliano
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14 views

Principles of Udl

universal design for learning simplified

Uploaded by

Jafeth Ceciliano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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UDL Guidelines Version 2.

The Three Principles


Three primary principles, which are based on neuroscience research, guide UDL and
provide the underlying framework for the Guidelines:

 Principle I: Provide Multiple Means of Representation (the “what” of


learning). 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.
 Principle II: Provide Multiple Means of Action and Expression (the “how” of
learning). 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 (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 are 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.
 Principle III: Provide Multiple Means of Engagement (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 presented in these guidelines. 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.

The pedagogical, neuroscientific, and practical underpinnings of UDL are also discussed
at greater length in books such as Teaching Every Student in the Digital Age by Rose &
Meyer (ASCD, 2002), The Universally Designed Classroom (Rose, Meyer, & Hitchcock,
Eds.; Harvard Education Press, 2005), and A Practical Reader in Universal Design for
Learning (Rose & Meyer, Eds.; Harvard Education Press, 2006).

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