3 Principles for UDL
Principle #1
The first guideline stipulates that learning is made assessable and equitable for all students in regards to the perception of that information and ways in which to obtain it. Multiple modalities are offered to students such as audio, visual, symbolic, physical, language usage, syntax, structure, vocabulary, and multimedia presentations. Through this guideline there is flexible and equitable use, simple and intuitive design, and perceptible information regardless of ambient conditions or user's sensory abilities. Guidance of information processing, outlining of big and critical features including their relationships, and the incorporation of prior knowledge contribute to meeting the needs of students through the Universal Design for Learning model.
Examples of Principle #1 in use:
**Students with visual limitations or reading capabilities can use text to speech software to understand content.
**On a field trip to a museum students with limitations can choose to read descriptions of the pieces or listen to them on a hand
held device.
**Student learning space meets accommodations for body size, mobility, posture, and had dominance.
**Cross-linguistic understanding is met by the use of electronic translators, multilingual online glossaries, and embedded videos.
**The use of outlines, graphic organizers, concept mapping to illustrate main ideas, reoccurring themes and patterns.
**Student use of interactive models to process new understandings, the scaffolding of information, and chunking of related ideas.
Principle #2
The second guideline describes the importance of students being able to express what they have learned or know through means that are most productive for them. Through varying actions and expression opportunities students can be successful at meeting their goals. Offering physical options for navigation, response, and assistive technologies create a more flexible expressive environment. Communication through multiple forms of media, tool options for creation of products, as well as strategies for building fluency are essential for this principle. Using goal setting techniques, planning and developing ideas, information management, and progress monitoring students can set, reach, and maintain learning objectives.
Examples of Principle #2 in use:
**Computer navigation with the use of single switches or voice activated switches.
**Physical safety guidelines explained and in place for physical use of space.
**Extra time provided for activities requiring more motor action.
**The use of interactive web tools and online social media for communication.
**Creation of projects through the use of charts, illustrations, music, text, graphics, pictures, and video.
**The use of models, checklists, critiques, portfolios, and rubrics to plan, monitor, and express learning.
Principle #3
The final principle enhances student learning by offering opportunities for students to be motivated by interest creating essential engagement. Creating learning environments where there is student choice, authentic learning, and the absence of the often present distractions in learning is necessary for meeting student needs. Setting goals and objectives, while providing appropriate levels of challenge in settings with collaboration and feedback define this UDL principle. The use of motivational tools, self assessment, and reflection throughout the learning process is essential for success.
Examples of Principle #3 in use:
**Consideration of student interests and modalities for expressing new content.
**Motivation offered through challenges.
**Activities designed to include social, cultural, age, and ethnic relevance.
**The use of timers, cues, alerts, and calendars to alleviate distractions.
**The use of multiple measures to state goals.
**Provide feedback that emphasizes effort, encourages perseverance, promotes self awareness, and focuses on development.
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