Wayne G. Basler Library: ECED 2365 Final Practicum: Universal Design For Learning

Resources

Six Steps to Inclusive Preschool Curriculum: A UDL-Based Framework for Children's School Success by Eva M. Horn
Publication Date: 2016
How can inclusive early educators plan and deliver challenging instructions to help all young learners succeed in kindergarten? This guide has authoritative answers from some of today's most renowned names in early childhood education. Presenting the Children's School Success+ (CSS+) framework, for building a UDL-based plan for inclusive preschool instruction, this book is a powerful tool for using your existing curriculum to address each child's unique learning needs. Through practical, evidence-based strategies and guidelines, you'll discover how to equalize access to curriculum cotent while giving learners multiple ways to access and possess new knowledge. Keep this resource at your finertips to guide your curriculum and instruction, so all young children have the skills they need to succeed in kindergarten and beyond. Learn how to: identify a developmentally appropriate scope and sequence for your students' learning bjectives; ensure a coherent, engaging curriculum that continuously builds on the knowledge and skills your students acquire; develop UDL-based activity plans that support every child's learning; use differentiation and individualization strategies for students who need extra supports; select and implement successful progress monitoring strategies; improve your teaching through a continuous loop of planning instruction, and monitoring; and engage in partnership with families to support their chidlren's success. You'll get a wealth of downloadable online resources for implementing the framework, plus specific tips and strategies on addressig key topics such as behaviour, classroom organization, and collaboration with families. You'll also see the framework in action, with recurring vignettes in diverse early childhood settings, including a public preschool, a Head Start classroom, and an early childhood special educaiton classroom.
Improving Inclusive Education through Universal Design for Learning by Galkiene, Alvyra (editor); Monkeviciene, Ona (editor)
Publication Date: 2021
This open access international scientific study provides an analysis of how the educational strategy of Universal Design for Learning can stimulate the process of inclusive education in different educational-cultural contexts and different areas of the educational system. The findings of the research deepen the conception of inclusive education and present an analysis of factors that are significant for developing the educational system as well as providing evidence-based recommendations for educational practice. The research for this work was done in four European countries with various historical-cultural contexts: Lithuania and Poland underwent a transformation of the educational systems at the turning point in their political system, shifting from a strictly centralized Soviet policy to a liberal and democratic education system; Austria has experienced changes in social stratification and a need for cultural harmonisation arising from active national migration processes, whereas Finland has been gradually developing a socio-democratic model of national welfare. The analysis of the educational processes in the four countries has been performed using a qualitative action research method. The researchers, in cooperation with the teachers from the selected schools in their country, have implemented the strategy of Universal Design for Learning and assessed its transformation indicators in terms of the quality of inclusive education components.
Design and Deliver: Planning and Teaching Using Universal Design for Learning by Loui Lord Nelson
Publication Date: 2021
Universal Design for Learning (UDL) is the best way to teach all students effectively and break down barriers to learning--but how can busy teachers get started with UDL right now? Find the answers in the second edition of this bestselling, teacher-trusted primer, created by internationally recognized UDL expert Loui Lord Nelson. Thoroughly updated to reflect new research and developments in the field of UDL, this book gives K-12 teachers a reader-friendly UDL introduction and a practical framework for implementation, with guidelines and checkpoints for designing effective, barrier-free lesson plans and learning environments. You'll learn how to use the three core principles of UDL--Engagement, Representation, and Action & Expression--to present information in multiple ways and ensure access for all learners. Throughout the book, detailed examples, stories, illustrations, teacher reflections, and activities reinforce UDL principles and help you put them into practice in both virtual and in-person settings. Written in first person, like a face-to-face talk with a passionate educator, this research-based book will guide you in designing equitable, inclusive, and culturally responsive learning environments that meet the needs of diverse learners. An essential UDL introduction for both preservice and inservice educators WHAT'S NEW: Key insights from the latest neuroscience research Useful stories and practical tips from teachers implementing UDLTechnology bytes: timely tips and ideas on how to enhance online learning with UDL Expert guidance on current topics, including culturally responsive teaching, urban education, and a focus on the expert learner "Ponder this" prompts throughout the book to help readers consider new ideas and discover additional resources End-of-chapter "check-ins" that help readers apply what they've learned ONLINE MATERIALS: Designing instruction with UDL is easier than ever with these online resources, available as printable downloads: CAST UDL Guidelines; an Identifying Your Resources chart; a UDL design cycle graphic; a UDL lesson plan flowchart; and classroom resource mapping charts for elementary, middle, and high school teachers. See what's new in the second edition
Universal Design for Learning in Action: 100 Ways to Teach All Learners by Whitney H. Rapp
Publication Date: 2014
Need creative ideas for moving Universal Design for Learning from theory to practice? Get this must-have quick guide, ready for any teacher to pick up and start using now. Whitney Rapp, co-author of the acclaimed Teaching Everyone walks you step by step through 100 UDL strategies that strengthen student engagement, learning, and assessment. Based on the latest research (but still practical and fun), these highly effective ideas will help you address diverse learning needs and increase all students' access to the general curriculum. Essential for every educator who wants to know what UDL really looks like, sounds like, and feels like, and how to use this proven approach to teach and reach all learners. Find strategies for: classroom space and materials; classroom management; technologies; content instruction; social interaction; executive functions; transition to adulthood; assessment; and more.
Teaching to Diversity: The Three-Block Model of Universal Design for Learning by Jennifer Katz
Publication Date: 2012
In Teaching to Diversity, Dr. Jennifer Katz synthesizes the research, and 16 years experience of teaching in inclusive classrooms and schools, to provide answers to several questions: How do I make inclusion work for ALL students? What are the foundational best practices of a truly inclusive learning community? How does one create such a community? The author pulls together, in an organized way, a three-block model of universal design for learning (UDL) and suggests a step-by-step approach for implementing it. This framework includes: Block One, Social and Emotional Learning: details ways to build compassionate learning communities (K-12) in which all students feel safe and valued, and develop a positive self-concept, sense of belonging, and respect for diverse others. Block Two, Inclusive Instructional Practice: includes a framework for planning units from K-12, and explains instructional and management practices for teaching, assessing, grading, and reporting in UDL Classrooms. Block Three, Systems and Structures: suggests strategies for creating inclusive learning communities, and explores ways in which resource teachers, student services personnel, and school administrators can support and create socially and academically inclusive schools and classrooms. The three-block model of UDL can empower educators with the knowledge, skills, and confidence required to teach diverse learners in the same classroom--including those who have previously been excluded. Ultimately, it is about creating classrooms and schools that heal by teaching to the heart, mind, and spirit of every student.
Education Today: Concepts, Issues, Policies and Politics by Salem Press
Publication Date: 2018
Section on Universal Design for Learning

Montessori Method and Universal Design for Learning: two methodologies in conjunction for inclusive early childhood education
The main aim of this study is to examine the features of two methods, the Montessori Method and the method based on the principles of Universal Design for Learning, in order to highlight the common characteristics of both and their possible application in inclusive early childhood education. The curriculum represents the formative path for a child’s learning from the perspective of didactical content and educational organization. A curriculum becomes inclusive when all children’s needs are addressed, not only as a group, but also as individual learners. Both the Montessori Method and Universal Design for Learning respect the unique characteristics, learning preferences and true potential of each individual child.
Using a Universal Design for Learning Framework to Enhance Engagement in the Early Childhood Classroom
In order to meet the needs of young children, the National Association for the Education of Young Children (NAEYC) recommends teachers utilize developmentally appropriate practice, DAP. For young children with disabilities, teachers must also utilize the Division of Early Childhood (DEC) Recommended practices, evidence-based teaching practices aimed at enhancing learning outcomes for children and their families (DEC, 2014) that pair well with the NAEYC developmentally appropriate practices. Both NAEYC's DAP and DEC's Recommended Practices align with the concept of Universal Design for Learning (UDL). UDL is a framework for proactively addressing the needs of diverse and exceptional learners by ensuring all children have access to the curriculum. UDL includes the use of multiple means of engagement, multiple means of representation, and multiple means of expression. This article provides a brief overview of evidence-based UDL practices, with a specific focus on the use of engagement strategies for young children.
The assessment of young children through the lens of universal design for learning (UDL)
Early Childhood Education (EDE) describes the education of young children from birth through age 8. EDE reports have concluded that traditional approaches to curriculum, such as those emphasizing drill and practice of isolated, academic skills, are not in line with current knowledge of human learning and neuropsychology. These approaches fail to produce the higher-order thinking and problem-solving abilities that students need in the 21st century. Similar limitations in assessment process and scope also exist. Often, there is a poor match between the nature of young student learning and form of assessment. In reading and writing, for example, experts find informal observations and structured performance samples more appropriate than standardized tests for measuring early childhood literacy learning. These assessments are more consistent with developmental characteristics of young children. When considering childhood learning principles (i.e. children construct knowledge; children learn through play; children's interests motivate learning; child development and learning are characterized by individual variation; etc.), assessing the achievement of young children must be a multiply varied process that addresses all students' needs and capacities. UDL is a flexible structure of curriculum development that addresses learner variability. Learner variability dictates a need for assessment variability. By implementing UDL core principles, variation in assessment methods, formats, scope/range/level, product/outcome, and instructor feedback can support more authentic and, likely, more accurate assessment results for young children.
UDL for Geometric Length Measurement
A proactive preschool teacher differentiates instruction by using the Universal Design for Learning framework to decrease barriers that limit students' access to classroom learning.
Universal design for learning: cognitive theory into practice for facilitating comprehension in early literacy
Addressing the unique needs of children of all ages and abilities, Universal Design for Learning (UDL) is gaining momentum in schools and preschools around the nation and the globe. This article explores Universal Design for Learning and its promising applications to a variety of reading and language arts experiences in the Early Childhood classroom. In UDL-infused classrooms, literacy experiences become multi-sensory and meaningful for young learners, thereby increasing their motivation and ultimate reading comprehension. The four core principles of Universal Design for Learning--multiple means of representation, multiple means of engagement, multiple means of engagement, and multiple means of assessment--are integrated into a sample literacy comprehension program designed to improve young children's text connections.

The applications of UDL to enhancing children's reading and comprehension connections are demonstrated through the use of grand conversations, literacy circles, oral language experiences, creative dramatics, and play in teaching reading and language arts. This article illustrates how informed teachers may enlist a plethora of multiple intelligence and cognitive theory-based literacy strategies that promote automaticity and a life-long love of reading for young children. Using stimulating and engaging text-to-text, text-to-self, and text-to-world connections, teachers and learners realize the rich implications of the four key principles of Universal Design for Learning.
Converting physical spaces into learning spaces: Integrating universal design and universal design for learning
The term “Universal Design for Learning (UDL)” is derived from “Universal Design,” which is commonly used in the field of architecture, and focuses on proactive designing of the infrastructure that is accessible to all the users, regardless of their age, sex, abilities, etc. When the universal design approach is implemented in education, it focuses on making the curriculum, instruction, materials, and assessments accessible for all the learners, but does not mention anything about the classroom and school infrastructure. This raises a question: is the UDL framework forgetting the origin of universal design by not recognizing the importance of physical spaces or school infrastructure, where all the learning takes place? A way to approach this question is to think of school infrastructure as a learning resource that provides enriching learning experiences to the learners, and not merely a brick-and-mortar structure that houses instruction. The school building comprises various physical spaces such as classrooms, corridors, playgrounds, staircases, etc. that can be transformed into learning spaces to promote subconscious learning in learners and ensure a school-wide implementation of UDL. Transforming the school environment would ensure learners an equitable, inclusive, and accessible environments that address learner variability, and reduce barriers to their learning. This involves a focus on various components, namely, transforming physical spaces (universal design) into learning spaces (universal design for learning), identifying different elements in each learning space to maximize their learning value, and general accessibility of the school infrastructure. The chapter aims to provide a framework to design inclusive learning spaces by deriving insights from the work of various groups of architects in India, Ireland, and the United States that have explored the relationship between physical spaces and UDL.
Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials
In the process of evaluating online learning products for accessibility, researchers in the Center on Online Learning and Students with Disabilities concluded that most often consultation guides and assessment tools were useful in determining sensory accessibility but did not extend to critical aspects of learning within the Universal Design for Learning (UDL) framework. To help fill this void in assessment, researchers created the UDL Scan tool to examine online learning products alignment to the UDL framework. This article provides an overview of how accessibility has been historically measured and introduces the need to move beyond the traditional understanding of accessibility to a broader UDL-based lens. With this understanding, a UDL Scan tool was developed and validated to investigate the alignment of online learning content to UDL. This article will present the process of development, the validation, and discuss how the measurements provide critical benchmarks for educators and industry as they adopt new online learning systems.
Universal Design for Learning: Are We Teaching It to Preservice General Education Teachers?
Students with disabilities are increasingly educated in inclusive settings. Despite this shift, general education teachers typically do not receive adequate preparation for meeting their learning needs. Such deficiencies in preparation have lasting negative postsecondary consequences for students with disabilities. Universal Design for Learning (UDL), a framework of principles for curriculum development that seeks to provide all students with an opportunity to learn, is commonly cited as an educational approach that facilitates inclusive settings. Research suggests that UDL-based instruction fosters improved learning outcomes for students with and without disabilities. The purpose of this study is to examine the incorporation of UDL into preservice general education teacher preparation programs. An online survey was administered to general education faculty members in programs participating in Teacher Quality Enhancement (TQP) grants. TQP participants are expected to prepare educators to understand teaching practices and research that are consistent with UDL. The data collected indicate that UDL is being taught in a wider range of programs and states than previously documented. However, the depth of this penetration appears limited; the survey results suggest that awareness and instruction of the framework were modest for programs with TQP grants. Among faculty who do teach UDL, nearly all address all three UDL principles. At least two thirds provide instruction on seven of the nine associated guidelines. Several barriers to instruction were identified, including a lack of awareness and-- among those aware of it--insufficient knowledge of the framework. Recommendations for future research are also discussed.
Universal Design for Learning and elementary school science: Exploring the efficacy, use, and perceptions of a web-based science notebook
Science notebooks can play a critical role in activity-based science learning, but the tasks of recording, organizing, analyzing, and interpreting data create barriers that impede science learning for many students. This study (a) assessed in a randomized controlled trial the potential for a web-based science notebook designed using the Universal Design for Learning (UDL) framework to overcome the challenges inherent in traditional science notebooks, (b) explored how teacher characteristics and student use of supports in the digital environment were associated with productive inquiry science learning behaviors, and (c) investigated students’ and teachers’ perceptions of the key affordances and challenges of the technology to their learning. Use of the UDL science notebook resulted in improved science content learning outcomes (γ = .34, p < .01), as compared with traditional paper-and-pencil science notebooks, and positively impacted student performance to the same degree, regardless of reading and writing proficiency and motivation for science learning at pretest. Students of teachers with greater experience using science notebooks and students who more frequently used the contextual supports within the notebook demonstrated more positive outcomes. Students and teachers reported overall quite positive experiences with the notebook, emphasizing high levels of interest, feelings of competence, and autonomy.
The Three Block Model of Universal Design for Learning (UDL): engaging students in inclusive education
When the Three Block Model of Universal Design for Learning (Katz, 2012a) is implemented, outcomes related to student academic and social engagement were investigated in this study. 631 students from Grades 1 to 12 attending ten schools located in two rural and three urban school divisions in Manitoba took part in the study. Intervention and control groups were assessed pre and during intervention for academic and social engagement. Student and teacher demographics, types of task and grouping structures being assigned were investigated to determine impacts on engagement. Students completed several measures of classroom climate, belongingness, student autonomy, and inclusivity/exclusivity, and a selected sample were observed to obtain detailed information about their engaged behavior. Data were analyzed using repeated measures MANCOVAs. The intervention significantly increased students' engaged behavior, particularly active engagement, and promoted social engagement through increased peer interactions, student autonomy, and inclusivity.
Using Universal Design for Learning to Design Standards-Based Lessons
The Universal Design for Learning (UDL) framework can be used to proactively design lessons that address learner variability. Using UDL guidelines, teachers can integrate flexible options and supports that ensure that standards-based lessons are accessible to a range of learners in their classrooms. This article presents a process that teachers can use as they develop standards-based lesson plans. By “unwrapping” academic standards and applying UDL during the lesson planning process, teachers can identify clear goals aligned with an academic standard and develop flexible methods, assessments, and materials that address the needs and preferences of varied learners. General educators and special educators can use this process to develop inclusive lesson plans that address all learners, with and without disabilities.
Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers' philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a "whole" among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservice teachers' practices associated with UDL. These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching. Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor. Finally, this article discusses the implications of a validated model on UDL for teacher -educators, practitioners, and researchers.
Universal Design for Learning and Inclusive Teaching: Future Perspectives
This contribution aims to reflect on the didactic and methodological changes brought about by Distance Learning, with particular regard to the concept of Inclusive Teaching. During the last year, in fact, the epidemiological emergency dictated by Covid-19 has led to the emergence of new needs, imposing a redesign of tools and resources in use. All this has had a strong impact on students with disabilities and Specific Learning Disorders (SLD), who, in addition to having fewer digital skills than their European peers, were suddenly forced to follow lessons at home without the physical support of the teacher. It was necessary, in fact, to think and re-think about the design of inclusive educational interventions. From a methodological and conceptual point of view, Inclusive Teaching is linked to the concept of Universal Design for Learning (UDL), an inclusive psycho-pedagogical approach that aims to break down the barriers that exist in learning processes. During the pandemic period, one of the major challenges that scholars have begun to consider is applying the UDL approach, generally used in in-person classes, lectures and online courses.
Universal Design for Learning: Technology and Pedagogy
The seven guiding principles of universal design for learning can be used by educators to allow accommodations noted on individualized education programs for students with learning disabilities to more naturally occur in general education classrooms. Examples of the overlapping function of these seven principles—equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use—are provided.
Leveraging Emerging Technology to Design an Inclusive Future with Universal Design for Learning
The aim of this article is to explore the opportunities and challenges that arise with the proliferation of new technology, to provide an understanding of why it is important to try new strategies in education, and to provide an inclusive framework for experimentation using tools such as robotisation, automatisation, artificial intelligence and immersive learning. Significant challenges exist in implementing transformative technologies with a limited or non-existent evidence base for their use, and designing inclusive educational experiences with a limited evidence base is even more challenging. In order to address this need, the article presents some ways in which educators can make informed implementation decisions around these new tools. First, we examine the rule of the least dangerous assumption, which supports trying new technologies even if the evidence base is lacking. Next, we present a strategy that educators can use to apply the research-based framework of UDL in order to make informed implementation choices with new technologies. Finally, based on information gained from experience in providing professional development, school level implementation, individual student interventions and teacher focus groups, we offer some recommendations for practice. We present several fun propositions that can help create a culture to support educators as they endeavour to create inclusive educational experiences with emerging technologies. We also explore current trends in technology use, describing and providing practical examples of implementation and integration to support a more inclusive future with emerging technologies.
Approaching Explicit Instruction Within a Universal Design for Learning Framework
Explicit Instruction (EI) and Universal Design for Learning (UDL) have been identified as high-leverage instructional practices in special education, effective for bolstering academic outcomes among learners with processing difficulties and enabling all learners to access curriculum. Given the breadth of research supporting the use of EI across content areas and age groups for individuals with learning disabilities and the importance of intentional, universal design and delivery of lessons that maximize access to content for all learners, teachers and researchers must not only understand EI and UDL but be able to jointly leverage both key instructional practices to create effective and accessible lessons. The purpose of the current article is to demonstrate that EI and UDL can be used in tandem to render instruction in special education accessible to the broadest range of learners, and in the most impactful manner possible.
Universal Design for Learning: The More, the Better?
An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.
Universal design for learning as a bridge to inclusion: a qualitative report of student voices
Innovations in pedagogy are, at their core, aimed at improving the educational experiences and outcomes of learners. Being as many countries are embracing a philosophy of inclusive education, designers of educational reform must be mindful of the effects of any proposed innovations on the experiences and outcomes of a broad range of diverse learners including ethnically and linguistically diverse students, students from indigenous backgrounds, and students with and without disabilities. The current project sought to contribute to the literature on the learner effects of a new pedagogy called the Three-Block Model of Universal of Design for Learning. This model is aimed at meeting the needs of diverse learners in a common setting. Specifically, we examine the effects of the model on diverse students' conceptions of learning, processes of learning, interdependence in learning, academic self-concept, and school engagement and report through the student voices on the benefits and challenges of this pedagogy.
Right From the Start: Universal Design for Preschool
The article discusses the use of universal design (UD), or the premise that all people should be able to use a facility to the fullest extent, in education through the universal design for learning (UDL) framework. It comments on the application of UD principles to curricula in U.S. preschool, which encompasses the ideas of providing multiple means of representation, action and expression, and engagement. It comments on the need for preschool teachers to develop curricula that engage and challenge all learners and abilities. It provides suggestions for scaffolding classroom activities, selecting materials that align with UD principles, and incorporating relevant technology.
The Universal Design of Early Education: Moving Forward for All Children

UDL Principles and Practice Video Series
This suite of videos was created to give examples of what UDL looks like in a classroom. Examples range from Grade 1 to Grade 6.

Teachings in Education. (2019, Dec. 18). Universal Design for Learning: UDL. YouTube.

Cunconan-Lahr, Robin. (2020, Jan. 17). Universal Design for Learning (UDL) in Early Childhood (Building Inclusive Child Care BICC). YouTube.

YourAlberta (Government of Alberta). (2018, Apr. 10). Making sense of universal design for learning. YouTube.

AHEAD. (2017, Nov. 2). What is Universal Design for Learning (UDL)? YouTube.

The UDL Guidelines
The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students
This module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments) (est. completion time: 2.5 hours).
Universal Design for Learning (UDL)
From Head Start: Early Childhood Learning & Knowledge Center
Enhancing Early Ed Classrooms with UDL
From Brookes Blog
UDL In 15 Minutes Podcast Series
Use the Table of Episodes to find episodes by grade level.
UDL Research in 15 Minutes Podcast
10 episodes of interviewers with UDL researchers
Think UDL Podcast
ThinkUDL is a podcast about Universal Design for Learning where we hear from the people who are designing and implementing strategies in post-secondary settings with learner variability in mind.
Join host, Lillian Nave, as she discovers not just WHAT her guests are teaching, learning, guiding and facilitating, but HOW they design and implement it, and WHY it even matters!