Universal Design Principles

There are three principles to the Universal Design for Learning. The guidelines under these principles assist teachers in creating lesson plans that provide multiple means of representation, multiples means of action and expression, and multiple means of engagement (Rose, 2000). The first principle is to provide multiple means of representation. This is the “what” of learning (CAST, 2011). Because students perceive and comprehend information in many different ways, a curriculum that is universally designed provides information in a variety of formats.

One example of successfully implementing this principle includes putting information on a smart board, showing photographs to illustrate a point. A strategy for students who need color

For students who have a hard time with hearing, or ELL students, using closed caption on video content would be a strategy to help learners process information.

Teachers should introduce new vocabulary students will especially benefit from teachers connecting vocabulary to activate prior knowledge. New vocabulary should be kept in a highly visual spot on a bulletin board where students can see it at the front of the classroom. Other information to feature and emphasize would be main ideas, big ideas, and

Word processing programs that read the text as it is typed provide audio feedback for students. Technology also gives advantages to students with limited mobility. Clicking a key or button is much easier for students than turning pages in written text. Seeing impaired students can use programs in which a website in read to them.

Students vary greatly in ability to express information. For example, a student with dyslexia may have a difficult time expressing a story through writing, but excel at oral storytelling. Guidelines for adapting assignments for students with difficulties expressing themselves include using manipulatives, social media, interactive web tools, drawing, dance and movement, and video (CAST, 2011).

Another way to empower students in expression is instead of teachers setting goals for students, allow them to set their own goals. Teachers can guide students to set goals for themselves that are attainable to the student, yet challenging.

The third principle is to provide multiple means of engagement. Multiple means of engagement is the “why” in learning (CAST, 2011). A universally designed curriculum provides multiple ways to motivate students to