Editing UDL Conclusions

Now that you have read about and contributed your understanding to the '''[[Recognition Brain Network]]''', the '''[[Strategic Brain Network]]''', and the '''[[Affective Brain Network]]''', as well as discussed muliple means of '''[[representation]]''', '''[[expression]]''', and '''[[engagement]]''', tie it all together and tell us what Universal Design for Learning really means.

----
'''Click the "edit" tab''' at the top of the page to contribute to this article...


== Universal Design for Learning is/means... ==

To apply the principals of UDL, it seems as though one should acquire a thorough understanding of the cognitive and affective domains of learning - and be able to use one to affect the other.  For example, in order to universally reach all types of learners, one must use the various steps in Bloom's cognitive domains, creatively utilizing latest technology engaging the learner in the material, with the pre-established purpose of changing their behaviors and attitudes of the things that are being learned.  So, the Instructional Designers might consider themselves to be architects of cognition.

UDL can be thought of as a logical continuation and expansion of the recent emphasis on diversity and inclusiveness in popular and academic American culture. The recognition that excluding segments of the population from shared experience lessens the experience for the entire population leads directly to the idea that designing instruction to embrace difference enhances the instruction for all.


Universal Design for Learning Means to Me as a Designer...increased awareness that the design for one may be enhanced by a design for all.

To apply these principles as a corporate web training developer this means applying UDL to all components of a course. Including: 
•  Content 
•  Medium
•  Audience
•  Assitive Technologies 
•  Design, development and delivery validation tools (i.e. Section 508 Compliance validation) 
•  Developers, content SMEs and test audiences with disabilities


Universal Design for Learning must extend beyond the classroom. Both school and district administrators must recognize the importance of UDL and apply it not only for students, but also for staff members. Learning environments must be created so that teachers with disabilites can effectively reach ALL of their students. It seems more and more that having a diverse class is the norm rather than the exception. Planning from teachers, administrators and district leaders must recognize this and help create classrooms that understand UDL and provide scaffolds for all learners, whether they are young, old, ADHD, hearing impaired, blind, ESL or have another disability. UDL presents a methodology for inclusion that would help acheive these important goals.

I feel that the strongest argument for UDL is that it does not treat different abilities as disabilities. All capabilities are designed for and included in planning.











.