CAST: Universal Design for Learning (UDL) Guidelines - Version 1.0 - The Diigo Meta page

• 23 Sep 16
  

  jeannette7991

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• 13 Aug 09
  

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• 20 Jul 09
  

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• 07 Jul 09
  

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• 01 Jul 09
  

  Maureen Lafleche
  • At the
• 12 Jun 09
  

  Kathy Cannon

  Universal Design for Learning (UDL) Guidelines - Version 1.0

  UDL instructional_design

• 28 May 09
  

  Stevie Kline

  Education 21stcenturyskills UDL guidelines

• 27 May 09
  

  Yvonne Holman

  The goal of education in the 21st century is not simply the mastery of knowledge. It is the mastery of learning. Education should help turn novice learners into expert learners—individuals who know how to learn, who want to learn, and who, in their own highly individual ways, are well prepared for a lifetime of learning.
  
  Universal Design for Learning (UDL) is an approach that addresses and redresses the primary barrier to making expert learners of all students: inflexible, one-size-fits-all curricula that raise unintentional barriers to learning. Learners with disabilities are most vulnerable to such barriers, but many students without disabilities also find that curricula are poorly designed to meet their learning needs.

  mod1 universal-design

• 19 May 09
  

  pcoyne
  • A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary.
• 18 May 09
  

  gracemeo
  • These UDL Guidelines will assist curriculum developers (these may include teachers, publishers, and others) in designing flexible curricula that reduce barriers to learning and provide robust learning supports to meet the needs of all learners. They will also help educators evaluate both new and existing curricula goals, media and materials, methods and assessments.
  • However, Universal Design for Learning refers to a process by which a curriculum (i.e., goals, methods, materials, and assessments) is intentionally and systematically designed from the beginning to address individual differences. With curricula that are universally designed, much of the difficulties of subsequent "retrofitting" and adaptation can be reduced or eliminated – and a better learning environment for all students can be implemented.
• 10 May 09
  

  pady suren
  • 7.1 Options that increase individual choice and autonomy
  • 7.1 Options that increase individual choice and autonomy
  • 7.1 Options that increase individual choice and autonomy
  • 7.1 Options that increase individual choice and autonomy
  • 7.1 Options that increase individual choice and autonomy
  • At the highest level of the human capacity to act skillfully are the so-called "executive functions." Associated with prefrontal cortex in the brain, these capabilities allow humans to overcome impulsive, short-term reactions to their environment and instead to set long-term goals, plan effective strategies for reaching those goals, monitor their progress, and modify strategies as needed. Of critical importance to educators is the fact that executive functions have very limited capacity and are especially vulnerable to disability
  • set learning and performance goals for themselves
  • personal goals that are both challenging and realistic right in the curriculum
  • Guides and checklists for scaffolding goal-setting
  • older students in a new domain
  • • Embedded prompts to "stop and think" before acting
     
    • Checklists and project planning templates for setting up prioritization, sequences and schedules of steps
     
    • Embedded coaches or mentors that model think-alouds of the process
     
    • Guides for breaking long-term goals into reachable short-term objectives
  • imposed by the limitations of so-called working memory.
  • Checklists and guides for note-taking
  • Especially important is providing "formative" feedback that allows students to monitor their own progress effectively and to use that information to guide their own effort and practice.
  • • Guided questions for self-monitoring
     
    • Representations of progress (e.g. before and after photos, graphs and charts showing progress over time)
     
    • Templates that guide self-reflection on quality and completeness
  • 7.1 Options that increase individual choice and autonomy
  • providing them with choices and opportunities for personal control.
  • • the context or content used for practicing skills
     
    • the tools used for information gathering or production
  • the sequence or timing for completion of subcomponents in tasks
  • • Involve students, wherever possible, in setting their own personal academic and behavioral goals
     
  • 7.2 Options that enhance relevance, value, and authenticity
  • Vary activities and sources of information so that they can be:
    • personalized and contextualized to students' lives
  • appropriate for different racial, cultural, ethnic, and gender groups
  • Invite personal response, evaluation and self-reflection to content and activities
  • 7.3 Options that reduce threats and distractions
  • charts, calendars, schedules, visible timers, cues,
  • alerts and previews
  • Guideline 8: Provide options for sustaining effort and persistence
  • 8.1 Options that heighten salience of goals and objectives
  • • Prompt or requirement to explicitly formulate or restate goal
     
    • Persistent display, concrete or symbolic, of goal
     
    • Division of long-term goals into short-term objectives
  • • Prompts or scaffolds for visualizing desired outcome
     
  • 8.2 Options that vary levels of challenge and support
  • • Differentiation in the degree of difficulty or complexity within which core activities can be completed
     
    • Alternatives in the permissible tools and scaffolds
     
    • Opportunities for collaboration
  • 8.3 Options that foster collaboration and communication
  • Cooperative learning groups with scaffolded roles and responsibilities
  • Construction of virtual communities of learners engaged in common interests or activities
  • 8.4 Options that increase mastery-oriented feedback
  • Feedback that orients students toward mastery (rather than compliance or performance) and that emphasizes the role of effort and practice rather than "intelligence" or inherent "ability" is an important factor in guiding students toward successful long-term habits of mind.
  • Feedback that models how to incorporate evaluation, including errors and wrong answers, into positive strategies for future success
  • Guideline 9: Provide options for self-regulation
  • 9.1 Options that guide personal goal-setting and expectations
  • elevating the frequency of self-reflection and self-reinforcements
  • 9.3 Options that develop self-assessment and reflection
  • Activities should include means by which students get feedback and have access to alternative scaffolds (charts, templates, feedback displays) that support them in understanding their progress in a manner that is understandable and timely

  42 more annotations...

• 07 May 09
  

  prachi agarwal
  • • Feedback that is frequent, on-going, and presented in multiple modalities
     
    • Feedback that is substantive and informative rather than comparative or competitive
     
    • Feedback that models how to incorporate evaluation, including errors and wrong answers, into positive strategies for future success
• 27 Apr 09
  

  Dana Mascioli

  curriculum education guidelines teaching

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  Michelle Krill

  udl ubd curriculum lessonplans

• 20 Apr 09
  

  Karen Kroll

  differentiation udl accessibility assistive_technology

• 09 Apr 09
  

  Elena Figueroa
  • Universal Design for Learning
  • It is the mastery of learning
  • and who, in their own highly individual ways, are well prepared for a lifetime  of learning
  • inflexible, one-size-fits-all
  • Diversity is the norm, not the exception,

  • However, we also came to see that this focus on assistive technologies was  too narrow. It obscured the critical role of the environment in determining who  is or who is not considered "disabled." In the 1990s, we shifted our focus  towards the general curriculum and its limitations: how do those limitations  contribute to the "disabling" of our students?
  • the burden of adaptation should be first placed on the curriculum, not the  learner
  • learning sciences
  • especially instructional materials and methods
  • adaptation of curricula
  • a process by which a curriculum (i.e., goals, methods, materials, and  assessments)
  • Lev Vygotsky and Benjamin Bloom
  • voice activated switches, expanded keyboards and others.
  • • Sentence starters, sentence strips
  • highly scaffolded and supported opportunities (e.g., templates, physical and  mnemonic scaffolds, procedural checklists, etc.)
  • by scaffolding lower level skills so that they require less executive  processing; and 2) by scaffolding higher level executive skills and strategies  so that they are more effective and developed

  14 more annotations...

• 06 Apr 09
  

  Jodi Gedansky

  outlines and tips for lesson planning

  UDL outline lessonplanning

• 01 Apr 09
  

  Paul Kellermann

  education design e-learning curriculum

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  Chris Blizzard

  UDL

• 30 Mar 09
  

  lindylou yollis

  walden udl curriculum multiple_means

• 24 Mar 09
  

  mhorney

  CAST guidelines UDL

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  M Brogan

  udl teaching education

• 21 Mar 09
  

  Thomas Page

  CAST guidelines UDL2

• 08 Mar 09
  

  John Faig

  professional_development teacher universal_design

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  Allison Posey
  • learning
  • mastery of learning
  • unintentional barriers to learning

  1 more annotation...

• 07 Mar 09
  

  Meghan M
  • Education should help turn novice learners into expert  learners—individuals who know how to learn, who want to learn, and who, in their  own highly individual ways, are well prepared for a lifetime of learning.
  • A universally designed curriculum is designed from the outset to meet the needs  of the greatest number of users
  • no one means of representation that will be optimal for all students; providing  options in representation is essential.
  • students; providing
  • there is no one means of representation that will be optimal for all students;  providing  options in representation is  essential.
  • the burden of adaptation should be first placed on the curriculum, not the  learner. Because most curricula are unable to adapt to individual differences,  we have come to recognize that our curricula, rather than our students, are  disabled.
  • Methods
  • Goals:
  • Methods:
  • Materials:
  • Assessment:
  • Universal Design for Learning refers to a process by which a curriculum (i.e.,  goals, methods, materials, and assessments) is intentionally and systematically  designed from the beginning to address individual differences
  • ensure that key information is equally perceptible to all students
  • When the same information, for example, is presented in both speech and text,  the complementary representations enhance comprehensibility for most students.

  12 more annotations...

• 05 Mar 09
  

  Kitty Oberg
  • Principle I. Provide Multiple Means of Representation
• 

  grhartman

  UDL

• 04 Mar 09
  

  Becca Horan

  UDL Guidelines

  UDL

  • Principle I. Provide Multiple Means of Representation
  • Principle I. Provide Multiple Means of Representation
  • Principle I. Provide Multiple Means of Representation
  • Principle I. Provide Multiple Means of Representation

  • Universal Design for Learning (UDL) is an approach that addresses and  redresses the primary barrier to making expert learners of all students:  inflexible, one-size-fits-all curricula that raise  unintentional barriers to learning. Learners with disabilities are most  vulnerable to such barriers, but many students without disabilities also find  that curricula are poorly designed to meet their learning needs.
  • Students differ in the ways that they can navigate a learning environment and  express what they know.
  • Students differ in the ways that they can navigate a learning environment and  express what they know.

  • At CAST (the Center for Applied Special Technology), we began working nearly  25 years ago to develop ways to help students with disabilities gain access to  the general education curriculum. In the early years, we focused on helping  individuals adapt or "fix" themselves – overcoming their disabilities in order  to learn within the general education curriculum. That work, commonly focused on  assistive technologies, is an important facet of any comprehensive educational  plan.
  • However, we also came to see that this focus on assistive technologies was too  narrow. It obscured the critical role of the environment in determining who is  or who is not considered "disabled." In the 1990s, we shifted our focus towards  the general curriculum and its limitations: how do those limitations contribute  to the "disabling" of our students?
  • we have come to recognize that our curricula, rather than our students, are  disabled.
  • Strategic, goal-directed learners
  • Resourceful, knowledgeable learners
  • Purposeful, motivated learners
  • Goals:
  • Methods:
  • Materials:
  • Assessment:
  • They are disabled in WHO they can teach.
  • They are disabled in WHAT they can teach.
  • They are disabled in HOW they can teach

  • However, Universal Design for Learning refers to a process by which a  curriculum (i.e., goals, methods, materials, and assessments) is intentionally  and systematically designed from the beginning to address individual  differences. With curricula that are universally designed, much of the  difficulties of subsequent "retrofitting" and adaptation can be reduced or  eliminated – and a better learning environment for all students can be  implemented.
  • The challenge of diversity is not merely to differentiate the curriculum but to  do so effectively.
  • While the best educators have found ways to differentiate curriculum for  thousands of years, the field of UDL has benefited greatly from the recent  advent of powerful digital technologies that make it possible to more easily and  effectively customize or personalize curriculum for diverse students.
  • UDL is based upon the most widely replicated finding in educational research:  students are highly variable in their response to instruction
  • The three basic principles are derived from modern neuroscience and the  cognitive science of learning, but they also are deeply rooted in the  foundational work of Lev Vygotsky and Benjamin Bloom, who espoused nearly  identical principles for understanding individual differences and the pedagogies  required for addressing them
  • Like UDL itself, these Guidelines are flexible and should be mixed and matched  into the curriculum as appropriate. The UDL Guidelines are not meant to be a  "prescription" but a set of strategies that can be employed to overcome the  barriers inherent in most existing curricula. They may serve as the basis for  building in the options and the flexibility that are necessary to maximize  learning opportunities for all students.
  • ASL for students who are deaf whenever possible
  • As a consequence, one of the most effective ways to make information more  accessible is to provide explicit cues or prompts that assist individuals in  attending to those features that matter most while avoiding those that matter  least. Depending on the goal of the lesson, highlighting may emphasize 1) the  critical features that distinguish one concept from another, 2) the "big ideas"  that organize domains of information, 3) the relationships between disparate  concepts and ideas, 4) the relationships between new information and prior  knowledge to build networks and contexts in which the new information has  meaning.
  • Information that is not attended to, that does not engage student's cognition,  is in fact inaccessible. It is inaccessible both in the moment – relevant  information goes unnoticed and unprocessed – and in the future: relevant  information is unlikely to be remembered.
  • Offering students choices can develop self-determination, pride in  accomplishment, and increase the degree to which they feel connected to their  learning.
  • Individuals are engaged by information and activities that are relevant and  valuable to their authentic interests and goals.
  • Students differ considerably in their response to stimuli and events in their  environment. The same novel event in a classroom can be exciting and interesting  to one individual but ominous and frightening to another.
  • the external environment must provide options that can equalize accessibility by  supporting students who differ in initial motivation, self-regulation skills,  etc.
  • build in periodic or persistent "reminders" of both the goal and its value in  order for them to sustain effort and concentration in the face of attractive  distracters.
  • Providing a range of challenges, and a range of possible supports, allows all  students to find objectives that are optimally motivating.
  • For some, but not all, students, the option of working collaboratively with  other students is an effective way to sustain engagement in protracted projects  and activities.
  • Assessment is most productive for sustaining engagement when the feedback is  relevant, constructive, accessible, consequential and timely.
  • While it is important to design the extrinsic environment so that it  can support motivation and engagement (see guidelines 7 and 8), it is also  important to develop students' intrinsic abilities to regulate their own  emotions and motivations.
  • Prompts, reminders, guides, rubrics, checklists that focus on
  • Such scaffolds should provide sufficient alternatives to meet the challenge of  individual differences in the kinds of strategies that might be successful and  the independence with which they can be applied
  • Individuals differ considerably in their capability and propensity for such  monitoring and some students will need a great deal of explicit instruction and  modeling in order to learn how to do this successfully.

  39 more annotations...

• 20 Feb 09
  

  Jan Busey
  • To be effective in diverse classrooms, curricula must present information in ways that are perceptible to all students. It is impossible to learn information that is imperceptible to the learner, and difficult when information is presented in formats that require extraordinary effort or assistance.
  • Such multiple representations not only ensure that information is accessible to students with particular sensory and perceptual disabilities, but also easier to access for many others. When the same information, for example, is presented in both speech and text, the complementary representations enhance comprehensibility for most students.
• 

  Megan Chamberlain
  • A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary.
  • Provide Multiple Means of Representation (the "what" of learning). Students differ in the ways that they perceive and comprehend information that is presented to them.
  • Provide Multiple Means of Action and Expression (the "how" of learning). Students differ in the ways that they can navigate a learning environment and express what they know.
  • Provide Multiple Means of Engagement (the "why" of learning). Students differ markedly in the ways in which they can be engaged or motivated to learn.
  • the burden of adaptation should be first placed on the curriculum, not the learner. Because most curricula are unable to adapt to individual differences, we have come to recognize that our curricula, rather than our students, are disabled.
  • Expert learners are:
  • Strategic, goal-directed learners
  • Resourceful, knowledgeable learners.
  • Purposeful, motivated learners
  • • Goals: The benchmarks or expectations for teaching and learning, often made explicit in the form of a scope and sequence of skills to be addressed;
     
    • Methods: The specific instructional methods for the teacher, often described in a teacher's edition;
     
    • Materials: The media and tools that are used for teaching and learning;
     
    • Assessment: The reasons for and methods of measuring student progress
  • adaptation of curricula—and especially instructional materials and methods—so that they are more accessible to students. Often, teachers themselves are forced to make heroic attempts to adapt curricular elements that were not designed to meet the learning needs of diverse students. The term "universal design" is often mistakenly applied to such after-the-fact adaptations.

  • Universal Design for Learning refers to a process by which a curriculum (i.e., goals, methods, materials, and assessments) is intentionally and systematically designed from the beginning to address individual differences. With curricula that are universally designed, much of the difficulties of subsequent "retrofitting" and adaptation can be reduced or eliminated – and a better learning environment for all students can be implemented.

     
  • students are highly variable in their response to instruction. In virtually every report of research on instruction or intervention, individual differences are not only evident in the results, they are prominent. Rather than treat these individual differences as irrelevant (or even annoying) sources of error variance, UDL treats them as main effects; they are fundamental to understanding and designing effective instruction.
  • instructional methods and materials. Admittedly, instructional goals and assessment do not receive adequate consideration in this initial edition but will be in later versions
  • curricula must present information in ways that are perceptible to all students
  • key information is equally perceptible to all students by: 1) providing the same information through different sensory modalities (e.g. through vision, or hearing, or touch); 2) providing information in a format that will allow for adjustability by the user (e.g. text that can be enlarged, sounds that can be amplified). Such multiple representations not only ensure that information is accessible to students with particular sensory and perceptual disabilities, but also easier to access for many others.
  • In properly prepared digital materials, the display of the same information is very malleable; it can easily be changed or transformed into a different display, providing great opportunities for customizability.
  • Sound is a particularly effective way to convey the impact or "energetics" of information, which is why sound design is so important in movies and why the human voice is particularly effective for conveying emotion and significance
  • To ensure that all students have equal access to that information, provide non-visual alternatives that use other modalities: text, touch, or audition.
  • Text is a special case of visual information. Since text is a visual representation of spoken language, the transformation from text back into speech is among the most easily accomplished methods for increasing accessibility.

  18 more annotations...

• 

  Nat Chan
  • curricula must present information in ways that are perceptible to all students
  • key information is equally perceptible to all students
• 

  Jake Brookover
  • curricula must present information in ways that are perceptible to all students
  • key information is equally perceptible to all student
  • ensure that information is accessible to students

  1 more annotation...

• 05 Feb 09
  

  jwasson
  • amplitude of speech or sound
  • 1.2 Options that provide alternatives for auditory information
  • prosody
  • sound effects or alerts

  2 more annotations...

• 24 Jan 09
  

  Paul Aleckson

  universaldesign

• 07 Jan 09
  

  Tech Teacher13

  education teaching teacher_resource

• 04 Dec 08
  

  Jan Fraser

  good Table of Contents; Guidelines may be downloaded in PDF or Word format.

  udl teaching

• 22 Nov 08
  

  elizabeth helfant

  UDL delicious

• 16 Nov 08
  

  Rob De Lorenzo

  universaldesign udl

• 14 Nov 08
  

  Peg Maddocks

  curriculum

• 11 Nov 08
  

  Bob Cole

  CAST; Universal Design for Learning; UDL; guidlines; curriculum design Work

  • Universal Design for Learning (UDL) is an approach that addresses and redresses the primary barrier to making expert learners of all students: inflexible, one-size-fits-all curricula that raise unintentional barriers to learning. Learners with disabilities are most vulnerable to such barriers, but many students without disabilities also find that curricula are poorly designed to meet their learning needs.
• 29 Oct 08
  

  Patricia Norris

  udl universal design education cast

• 21 Oct 08
  

  Nancy Munce

  universaldesign

• 12 Oct 08
  

  kim tufts

  udl education

• 09 Oct 08
  

  Michael M Grant

  The universal design for learning guidelines from CAST.

  web design development disabilities CAST universal

• 08 Oct 08
  

  drew polly

  Universal Design for Learning guidelines

  udl RtI special-education

• 30 Sep 08
  

  Peggy Steinbronn
• 27 Sep 08
  

  princemaine

  UDL

• 11 Sep 08
  

  K. Gradel

  UDL guidelines

• 04 Aug 08
  

  rosie white

  UDL Guidlines

  • CAST began in the early 1990s to research, develop, and articulate the principles and practices of Universal Design for Learning. The term was inspired by the universal design concept from architecture and product development pioneered by Ron Mace of North Carolina State University in the 1980s, which aims to create built environments and tools that are usable by as many people as possible. Of course, since people are not buildings or products, we approached the universal design problem via the learning sciences. Thus, the UDL principles go deeper than merely focusing on access to the classroom; they focus on access to learning as well.
• 25 Jul 08
  

  Meridith Bruozas

  A multiple page document that provides guidelines on how to make learning accessible for all.

  DifferenciatedInstruction Research_CurriculumDesign

• 20 Jul 08
  

  Richard Spurgeon

  Detailed outline of UDL

  udl technology education

• 19 Jul 08
  

  Ms. Stern
  • Principle I. Provide Multiple Means of Representation
• 28 May 08
  

  adelaide lad

  Comprehensive document outling the guidelines for Universal Design for Learning

  universal_design_for_learning udl Education curriculum

• 

  Greg O'Connor

  cast udl universal_design_for_learning curriculum guidelines

• 27 May 08
  

  Tracy Paradis

• 25 May 08
  

  J Barney

  list of guidelines for the UDL idea

  teaching education resources universal design for learning

• 23 May 08
  

  Bob Cunningham

  curriculum udl cast

• 19 May 08
  

  Terri G

  education assistive technology

• 14 May 08
  

  Marisa Segel
  • The purpose of education is not to make information accessible (that is the purpose of libraries), but to teach students how to transform accessible information into useable knowledge.
  • s a consequence, one of the most effective ways to make information more accessible is to provide explicit cues or prompts that assist individuals in attending to those features that matter most while avoiding those that matter least. Depending on the goal of the lesson, highlighting may emphasize 1) the critical features that distinguish one concept from another, 2) the "big ideas" that organize domains of information, 3) the relationships between disparate concepts and ideas, 4) the relationships between new information and prior knowledge to build networks and contexts in which the new information has meaning.
• 23 Apr 08
  

  Patti Porto

  Great visual to explain UDL

  udl curriculum

• 18 Apr 08
  

  Jocelyn Chappell

  universal design for learning udl bestpractice digital_access cast

Page Comments

• 
  Ms. Stern on 2008-07-19
  Provides ways to follow suggestions of providing multiple means of representation.

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