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Universal Design in Learning. Social Studies: Culture By: Hamidah , Pebbles, Jing Yi, Rafidah , Shareena and Shi Hui. Culinary Diverse Classroom. http://www.youtube.com/watch?v=k--oVQq8x_o&feature=my_liked_videos&list=LL_yU0sSLOJsan4BNX37Z0EA. What is UDL?.

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universal design in learning

Universal Design in Learning

Social Studies: Culture

By: Hamidah, Pebbles, Jing Yi, Rafidah, Shareena and Shi Hui

culinary diverse classroom
Culinary Diverse Classroom


what is udl
What is UDL?

An educational framework that guides the development of flexible learning environments that can accommodate individual learning differences.

seven principles of udl
Seven Principles of UDL

1. Equitable use

2. Flexibility in use

3. Simple and intuitive use

4. Perceptible information

5. Tolerance for error

6. Low physical effort

7. Size and space for approach and use

principle 1 equitable use
Principle 1: Equitable use

The design is useful for people with diverse abilities or different cultural backgrounds.

  • 1a. Provide the same means of use for all users: identical whenever possible; equivalent when not.
  • 1b. Avoid segregating or stigmatizing any users.
  • 1c. Provisions for privacy, security, and safety should be equally available to all users.
  • 1d. Make the design appealing to all users.


- Caters to every child's individual needs

- Avoid segregation and stigmatizing each other

principle 2 flexibility in use
Principle 2:Flexibility in Use

The design accommodates a wide range of individual preferences and abilities.

  • 2a. Provide choice in methods of use.
  • 2b. Accommodate right- or left-handed access and use.
  • 2c. Facilitate the user's accuracy and precision.
  • 2d. Provide adaptability to the user's pace.


- The environment the art and display showing the different cultures and not only focusing on one culture but all

- The materials accommodate to all children; special materials suitable for children with special needs

principle 3 simple and intuitive use
Principle 3:Simple and Intuitive Use

Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.

  • 3a. Eliminate unnecessary complexity.
  • 3b. Be consistent with user expectations and intuition.
  • 3c. Accommodate a wide range of literacy and language skills.
  • 3d. Arrange information consistent with its importance.
  • 3e. Provide effective prompting and feedback during and after task completion.


- Age-appropriate activities

- Culturally sensitive

principle 4 perceptible information
Principle 4:Perceptible Information

Flexibility in Use The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.

  • 4a. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information.
  • 4b. Provide adequate contrast between essential information and its surroundings.
  • 4c. Maximize "legibility" of essential information.
  • 4d. Differentiate elements in ways that can be described (i.e., make it easy to give instructions or directions).
  • 4e. Provide compatibility with a variety of techniques or devices used by people with sensory limitations.

Activities: music and movement, visual aid and materials that explores diversity and culture, set clear and specific instructions and boundaries

principle 5 tolerance for error
Principle 5:Tolerance for Error

The design minimizes hazards and the adverse consequences of accidental or unintended actions

  • 5a. Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded.
  • 5b. Provide warnings of hazards and errors.
  • 5c. Provide fail safe features.
  • 5d. Discourage unconscious action in tasks that require vigilance.


- The physical environment of the classroom

(Entries and pathways, furniture etc)

principle 6 low physical effort
Principle 6:: Low Physical Effort

The design can be used efficiently and comfortably and with a minimum of fatigue.

  • 6a. Allow user to maintain a neutral body position.
  • 6b. Use reasonable operating forces.
  • 6c. Minimize repetitive actions.
  • 6d. Minimize sustained physical effort.


- Learning corners (should not contain activities that require a lot of effort, and not overwhelming for the children)

principle 7 size and space for approach and use
Principle 7:Size and Space for Approach and Use

Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

  • 7a. Provide a clear line of sight to important elements for any seated or standing user.
  • 7b. Make reach to all components comfortable for any seated or standing user.
  • 7c. Accommodate variations in hand and grip size.
  • 7d. Provide adequate space for the use of assistive devices or personal assistance.


- Set clear pathways and boundaries

- Allow room for children with special needs

- Ensure that each child has enough space for themselves


Children have many different styles of learning (Visual, Auditory, Kinesthetic ). Some children may likely fit into more than a single category. The tools need to be a good fit to further impact the student’s achievement. If the children are more empowered, they would more likely to take control over their learning, making them more independent. Hence teachers need to think of various different ways to present the lesson to the children.

3 e ssential q ualities of udl
3 Essential Qualities of UDL

1. Representation

- Children given flexibility to interpret information : reduces barriers to learning, sensory, perceptual

- Teacher presenting information in various modalities (powerpoint, videos, brailles) eg.

Auditory : lectures, singing, reading aloud

Visual : reading articles, videos

Kinesthetic : Field trip, demonstrating, using a braille

Affective : role playing, connecting to children’s interest, presenting to large or small groups

Technology options : video, DVD, YouTube, Podcasts, online tutorial

2 engagement
2. Engagement

- Different and appropriate ways to engage children so they learn and understand better


- Video clips on Chinese New Year/Hari Raya celebrations and get children to identify what colours are mainly seen the video. By adding digital formats, it captures children’s attention and increases engagement.

- Have a sharing session and talk about what they did during Chinese New Year/Hari Raya to share their experiences.

3 expression
3. Expression

Having different ways children may respond to the information they have received


- Drawing: Children to draw what they see during Chinese New Year/Hari Raya Celebrations and share to the class.

- Storytelling: Stories about different festivals, cultures

- Journal writing: Write about their own experiences during festivals

- Drama production: Role-playing a celebration of their festivals

components of a udl curriculum
Components of a UDL Curriculum:

1. Goals

2. Methods

3. Materials

4. Assessment

1 goals
1. Goals

- To educate children about the different cultures in Singapore

- To create awareness in children about different cultures

- To promote acceptance and understanding in children about the different races

- To introduce appropriate terms and words to address the different races

2 methods
2. Methods

- Multiple Intelligences:

1. Verbal/linguistic: Write a short journal about their experiences, show and tell about an object that represents their culture and share with the class

2. Logical/mathematical: Classifying/sorting cultural representations

3. Musical/rhythmic: Learning songs of other languages, folk songs

4. Bodily/kinesthetic: Learning dances from other cultures

5. Visual/spatial: Videos on different cultures, celebrations, festivals

6. Interpersonal: Role-playing

7. Intrapersonal: Write a short journal about their experiences, show and tell about an object that represents their culture

3 materials
3. Materials

- To cater to all the different learners' needs, children may choose to display understanding through various means.

- Drawing

- Writing a journal

- Role-playing a scene

- Creating a presentation with the aid of technology

- Show-and-tell

4 assessment
4. Assessment

- Carrying out follow-up activities to review children's current knowledge

- Prompting children with questions

- Carrying out observations (anecdotal, running records)

- Creating a checklist