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Universal Design for Learning. By: Ng Kai Ting (22), Goh Rui Jing (11), Lin Yanting (19) & Melissa Bea (2). Class activity. Who found it easy?. Why was it difficult?. Definition.

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universal design for learning

Universal Design for Learning

By: Ng Kai Ting (22), Goh Rui Jing (11),

Lin Yanting (19) & Melissa Bea (2)

class activity
Class activity
  • Who found it easy?
  • Why was it difficult?
  • “Is a set of principles for curriculum development that give all individuals equal opportunities to learn.” (Center for Applied Special Technology, 2012)
  • Strategic, skillful and goal directed
  • Knowledgeable
  • Purposeful and motivated to learn more
  • Providing multiple means of representation
    • Providing multiple means of action and expression
    • Providing multiple means of engagement
i provide multiple means of representations
I: Provide multiple means of representations
  • Learners have different ways and methods of understanding and analyzing information.
  • “Transfer of learning occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts.”
i provide multiple means of representations1
I: Provide multiple means of representations
  • Guideline 1: Provide options for perceptions
  • Provide the same information through different modalities
  • Information adjustable to fit the learner’s needs
  • Ensure easy accessibility and comprehensibility
  • Guideline 2: Provide options for language, mathematical, expressions, and symbols
  • Different learner has different interpretations
  • Present alternative representations
  • Guideline 3: Provide options for comprehensions
  • Important for learners to acquire the skills of transferring information into useable knowledge
  • Design and present information with different options

Increased volume of speech, sound, video, animation

Tactile learning experiences

Competent partner to read text aloud

Braille included for written descriptions or information

Provide descriptions for all images, graphics, videos or animations

Lower the rate of speech, sound, video, animation

Present enlarged text and have strong contrast of visual information or adjusted for learner’s needs

Provide electronic translation tools/ key information in dominant language

Simplify complex terms, expressions, or equations into speech

ii provide multiple means of action and expression
II: Provide multiple means of action and expression

Learners vary in the ways they explore an environment and expressing their knowledge.

ii provide multiple means of action and expression1
II: Provide multiple means of action and expression
  • Guideline 4: Provide options for physical action
  • Provide opportunity for interaction and learning
  • Use of tools and technology
  • Guideline 5: Provide options for expression and communication
  • Allow children to express themselves through different media
  • Provide a range of materials / media for them to express themselves
  • Provide varies ways of teaching in the class
  • Guideline 6: Provide options for executive


  • Getting children to set challenging and achievable goals
  • Planning of strategy to achieving the goals
  • Monitor the progress and provide feedback
iii provide multiple means of engagement
III: Provide multiple means of engagement

Teacher should engage learners and motivate them through various ways.

iii provide multiple means of engagement1
III: Provide multiple means of engagement
  • Guideline 7: Provide options for recruiting interest
    • Offering support and tools to help achieving goals
    • Activities should be of relevance and interest to goals
    • Safe learning environment
  • Guideline 8: Provide options for sustaining effort and persistence
    • Encouraging learners to restate their goals
    • Setting different demands to meet the different learning capabilities of learners.
    • Structuring collaboration between peers
    • Increasing mastery-oriented feedback
  • Guideline 9: Provide options for self-regulation
    • Providing a checklist that focuses on self-regulatory goals
    • Models and feedbacks to manage frustration
    • Offer devices to assist him in collecting data for his own behavior



Patterns observed:

  • Providing wide varieties of resources
  • Technology as an aid
  • Customized curriculum
  • Poor achievement ≠ Disability
  • No “one-size-fits-all” curriculum
  • Conducting an assessment at least once a year
  • Using technology
  • Expectations for the child
  • Culture
recommendations questions
  • Facilities and equipments
  • Limitations of a teacher
useful links
Useful links
  • Response-to-Instruction and Universal Design for Learning
  • Universal Design for Learning
  • Universal Design for Learning

CAST. (2012). What is universal design for learning.Retrieved July 13, 2012 from http://www.cast.org/udl/index.html

National Center On Universal Design for Learning.(2012, July 09). What is universal design for learning. Retrieved July 13, 2012 from http://www.udlcenter.org/aboutudl/whatisudl

Strangeman, N., Hitchcock, C., Hall, T., & Meo, G. (2006). Response-to-instruction and universal design for learning: How might they intersect in the general education classroom?. Retrieved July 13, 2012 from http://www.ldonline.org/article/13002/