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Universal Design for Learning (UDL). Stacey N. Skoning UW Oshkosh 8/1/2011. Universal Design for Learning. Tier 1 of an RtI model supports the development of differentiated curriculum and instruction up front (for ALL students).

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Universal design for learning udl

Universal Design for Learning (UDL)

Stacey N. Skoning

UW Oshkosh


Universal design for learning
Universal Design for Learning

Tier 1 of an RtI model supports the development of differentiated curriculum and instruction up front (for ALL students).

This is NOT designing a lesson, then identifying needed accommodations.

Three areas accommodations are required for student success
Three Areas Accommodations Are Required for Student Success:

Reception/representation (principle #1)

Engagement/motivation (principle #2)

Expression (principle #3)

To do these well, you must ask yourself…

Who are my students?

What must they learn?

How can I teach them?

How can I assess their learning?

Strategies for differentiating
Strategies for Differentiating Success:

Curricular goals

Instructional arrangement

Lesson format

Teaching style

Classroom environment


Support structure

Alternate activities

(Udvari-Solner, 2005)

Modifying curricular goals
Modifying Curricular Goals Success:

WI Model Academic Standards

WI Extended Grade-band Standards

IEP Goals

Instructional arrangement
Instructional Arrangement Success:

Large group/whole class instruction

Teacher directed small groups

Student directed small groups

Cooperative learning groups

Peer partners

One-on-one instruction

Independent work

Lesson format
Lesson Format Success:



Interdisciplinary/Thematic Units

Classroom Workshops

Activity-Based Lessons




Group Investigation or Discovery Learning

Experiential Lessons

Process Drama

Computer Assisted Instruction

Community Referenced Lessons

Community Based Lessons or Authentic Learning Experiences

Representing to Learn

Reflective Assessment

Example Success:

Teaching style
Teaching Style Success:

What can I do to support a student who has difficulty:

Becoming interested

Getting started

Drawing conclusions and making inferences


Paying attention to the spoken word

Following directions

Paying attention to printed word

Working independently…

Classroom environment
Classroom Environment Success:

Physical Environment





Room Arrangement

Instructional Positioning

Social/Emotional Environment

Establishment of a positive school/classroom community/climate

Use of conflict resolution procedures

Discuss concept of “fair vs. equal”

Modified materials
Modified Materials Success:

Same content but…

Different size, number, or format

Different materials or devices

Different mode of input

Different mode of output

Different level of abstraction

Changing the support structure
Changing the Support Structure Success:

Who needs to provide additional support?

When does this support need to be provided?

Alternate activities
Alternate Activities Success:

A small heterogeneous group pursuing goals that are individualized yet integrally related to the curriculum