![]() In addition, UDL has been prominently featured in the U.S. The National Science Foundation and the US Department of Education have supported initiatives to transform STEM and literacy education using UDL principles. the means by which students are engaged in learning - the “why” of learning”. the means by which the learner approach a task and express what they know - the “how” of learning andģ. the means by which information is presented - the “what” of learning Ģ. ![]() These three principles have been chosen because they address three critical features of any teaching and learning environment:ġ. providing multiple means of action and expression andģ. providing multiple means of representation Ģ. The challenge then is not just to address diversity in the classroom but the inherent variability of all learners-and to do so ways that build on, rather than downplay, individual differences.Īt its simplest, UDL is based entirely on three principles:ġ. That is to say, an individual may respond differently at different times to the very same curriculum, depending on the conditions-on whether, for example, they feel threatened or supported. Furthermore, science shows variability not just from person to person but within individuals. Neuroscience reveals tremendous differences in how individuals learn even among those who on the surface seem to have a lot in common. However, the differences from person to person are often much more nuanced-and profound-than these categories suggest. When we talk about diversity in classrooms, these are the kinds of differences that come to mind. ![]() They may have disabilities-either obvious or hidden-that require them to take a different approach to the curriculum. UDL is a set of principles to guide the development of instructional goals, methods, materials, and assessments that are flexible enough to be effective for all individuals.Īt UDL’s core is an appreciation-derived from science, and especially cognitive neuroscience-for the tremendous variability and diversity of learners. Some differences are obvious. Students may come from a variety of cultural, racial, linguistic, and socioeconomic backgrounds, bringing assumptions about the world and prior knowledge that differs from others. This work led us to pioneer the idea of universal design for learning (UDL) in the 1990s. Yet educators often do not have the curriculum tools or support they need to educate in ways that allow various paths for success.įor more than 25 years, my colleagues and I at CAST-an education R&D organization based in Wakefield, Massachusetts-have explored ways to expand and improve educational opportunities for all individuals. The personal differences from student to student can be vast. David Rose is being recognized as a Champion of Change for leading education and employment efforts in science, technology, engineering and math for Americans with disabilities.Įach day, educators face an enormous challenge in the classroom: to guide a group of varied individuals toward becoming motivated and successful learners.
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