Republic of the Philippines

N ORTHERN ILOILO S TATE UN IVERS ITY

NISU Concepcion Campus, D.B. Oñate St. Poblacion, Concepcion, Iloilo

CHAPTER 7
UNIVERSAL DESIGN
FOR LEARNING AND
ACCESSIBILITY
REPORTERS:
Khurlmia Anica J.
Asparin
Joveth P. Ciudad
Glaidel Garnizo
Diovec Desamero
 CHAPTER 7
UNIVERSAL DESIGN
FOR LEARNING AND
ACCESSIBILITY
At the end of this chapter, the students will be able to:

 Understand the principles of Universal Design for

Learning (UDL);
 Apply UDL principles to create inclusive and accessible
learning experiences;
 Identify the benefits and challenges of implementing
UDL in educational settings; and
 Implement strategies to accommodate diverse learners
in technology-integrated instruction.
LESSON 1: PRINCIPLES OF UNIVERSAL DESIGN
FOR LEARNING
Universal Design for Learning (UDL) is the framework, backed by research,
that guides the development of learning environments to accommodate
individual learning differences.

 In addition to designing for users who are physically

competent, Universal Design for Learning acknowledges the
various demands that are particular to persons who have
visual, hearing, motor, or learning or cognitive challenges.
As designers, UDL gives us principles for making
environments that are created for everyone to learn, play,
and develop together while removing barriers.

1. Equitable Use: gives all users the same means of use

regardless of their talents, and the design is pleasing to everyone.
2. Flexibility in Use: design to accommodate a wide range of
preferences and abilities.

3. Simple & Intuitive: independent of the user's background,

education, linguistic prowess, or current level of focus, simple to
grasp and utilize.

4. Perceptible Information: provides vital information clearly

independent of context or sensory capacity.

5. Tolerance for Error: minimizes hazards and adverse

consequences of unintended actions.

6. Low Physical Effort: efficient and comfortable while minimizing

chance of fatigue.

7. Size & Space for Approach & Use: design provides appropriate
size and space regardless of the user's body size, posture, or
mobility.
Some of the most basic ways we design with these seven principles in mind:
Lesson 2: Examples of Universal Design for Learning in the Classroom

 The way we educate pupils has been completely transformed by

technology, which has opened up new opportunities for engagement,
teamwork, and individualized instruction. All students should have
access to and benefit from these technological breakthroughs, according
to inclusive education principles like Universal Design for Learning (UDL),
regardless of their skills or learning preferences.

This lesson examines some noteworthy instances of UDL in the

classroom, concentrating on technology-based instruction.

1. Multiple Means of Representation: Providing several modes of

representation so that students can access knowledge through
various modalities is one of the fundamental tenets of UDL. This is
made easier by technology, which provides a variety of multimedia
formats. For instance, to accommodate various learning styles,
teachers can include films, audio recordings, infographics, and
interactive simulations in their classes.
2 Multiple Means of Action and Expression:. Giving pupils many
methods to behave and express themselves so they can show their
understanding and expertise in a variety of ways is another crucial
component of UDL. Students can express themselves through
multimedia projects, digital portfolios, podcasts, and interactive
presentations thanks to the variety of tools that technology has to
offer.

.
3. Expression.Multiple Means of Engagement: Effective learning
depends on interaction, and UDL emphasizes the value of offering
various opportunities for engagement. Through interactive activities,
gamified learning experiences, and realistic simulations, technology
can increase student interest and involvement. By allowing students
to explore immersive worlds and participate in real-world events,
virtual reality (VR) and augmented reality (AR) technologies, for
example, help students bring abstract concepts to life.
4. Assistive Technology and Accessibility: The goal of universal
design for learning is to ensure that all students can participate
completely in the educational process. This objective can only be
accomplished with the help of assistive technology. Students with
disabilities can benefit from a variety of technology aids, including
screen readers, speech-to-text programs, graphic organizers, and
alternate input devices

5. Personalized Learning and Adaptive Technologies:

Personalized learning opportunities are available in technology-
based learning settings, which is in line with the UDL principle of
accommodating individual learner heterogeneity. Intelligent
tutoring systems, adaptive tests. and learning management
systems with personalized suggestions are just a few examples of
adaptive technologies that may identify a student's strengths and
shortcomings and deliver individualized training and feedback
 Utilizing the potential of educational technology to
build inclusive and equitable learning environments is
called universal design for learning (UDI). By adhering
to the UDL tenets, educators can use technology to
accommodate various learning styles and capacities
by offering numerous means of representation, action,
and interaction.

 Additionally, the use of adaptive tools and assistive

technologies guarantees that all students can access
educational materials and fully engage in the learning
process. Technology's capacity to assist Universal
Design for Learning in the classroom will only grow as
it develops, giving teachers more freedom to design
inclusive and successful learning environments for all
students.
Lesson 3: Identify the benefits and challenges of
implementing UDL in educational settings

 Increased access to learning: For students with impairments as

well as those who are smart and talented or learning English as a
second language, UDI. can help remove obstacles to learning. By
doing this, you can ensure that every student has an equal
chance to succeed in school.

 Improved engagement: All students' learning can be made more

engaging with UDL by giving them a variety of entry points to
knowledge and opportunities to show what they know. Students'
motivation and interest in learning may be maintained in this
way.

 Increased student achievement: According to studies, UDL

can boost school attainment, particularly for pupils who are
typically underrepresented. This is so that all students,
regardless of their unique learning requirements, have the
support necessary to achieve under UDI..
 Reduced need for accommodations: Teachers can frequently
lessen the need for formal adjustments for students with
disabilities by applying UDI. principles. This can assist in
creating a more inclusive learning environment in the classroom
and can also save time and resources.

 Improved teacher practice: UDL can assist teachers in

becoming better educators. Teachers can learn how to
differentiate instruction and give their students more
individualized learning experiences by becoming familiar with
UDL principles. This may result in increased teacher
effectiveness and satisfaction.

UDI is an effective method of teaching and learning that can

help all pupils in general. Teachers may build more inclusive
and accessible learning environments that can support the
success of all students by putting UDI. concepts into practice.
The following are some particular instances of how UDL
might be used in educational settings:

 Providing multiple means of representation: This could

involve using different types of media to present information,
such as text, images, videos, and audio recordings. It could also
involve providing different levels of complexity or difficulty in the
materials.

 Providing multiple means of engagement: This could involve

using different activities and tasks to keep students engaged,
such as group work, hands-on activities, and simulations. It
could also involve providing opportunities for students to choose
how they want to learn.

 Providing multiple means of expression: This could involve

allowing students to demonstrate their knowledge in different
ways, such as through writing, speaking, creating art, or
performing. It could also involve providing students with different
tools and resources to support their learning.
Challenges of implementing UDI. in educational settings:

 Lack of awareness and understanding: Many educators may not be

familiar with the principles and practices of UDL or how to apply them to
their specific context and curriculum. This can make it difficult to
implement UDL effectively.

 Lack of resources: Implementing UDL can require additional resources,

such as time, money, and materials. This can be a challenge for schools
and districts that are already facing budget constraints.

 Resistance to change: Some educators may be resistant to change and

may not be willing to adopt new teaching methods or materials. This can
make it difficult to implement UDL successfully.

 Assessment challenges: UDL can make it more difficult to assess student

learning as there are multiple ways for students to demonstrate their
knowledge. This can be a challenge for educators who are used to
traditional assessment methods.

 Collaboration challenges: UDI. requires collaboration between educators,

administrators, and parents. This can be a challenge in schools where
there is a lack of communication or cooperation between these groups.
 Collaboration challenges: UDI. requires collaboration between
educators, administrators, and parents. This can be a challenge
in schools where there is a lack of communication or cooperation
between these groups.

Here are some pointers for solving UDL implementation

difficulties:
 Start small: Don't try to implement UDI. all at once. Start by
focusing on one or two areas, such as providing multiple means
of representation or engagement.

 Get support: There are many resources available to help

educators implement UDI.. These resources can provide training,
guidance, and support.

 Be patient: Implementing UDL takes time and effort. Don't expect

to see results overnight.

 Be flexible: UDL is not a one-size-fits-all approach. Be flexible

and willing to adapt your teaching methods to meet the needs of
your students.
Lesson 4: Strategies to accommodate diverse learners in
technology-integrated instruction

Here are some strategies to accommodate diverse learners in

technology-integrated instruction:

 Provide multiple means of representation: This means using

different ways to present information to students so that they can
access it in a way that works best for them. For example, you
could use text, images, videos, audio recordings, or interactive
simulations. You could also provide different levels of complexity
or difficulty in the materials.

 Provide multiple means of engagement: This means using

different activities and tasks to keep students engaged so that
they are motivated to learn. For example, you could use group
work, hands-on activities, simulations, or games. You could also
provide opportunities for students to choose how they want to
learn.
 Provide multiple means of expression: This means allowing
students to demonstrate their knowledge in different ways so
that they can show what they know in a way that is meaningful
to them. For example, you could allow students to write, speak,
create art, or perform. You could also provide students with
different tools and resources to support their learning.

Here are some specific examples of how these

strategies can be implemented in technology- integrated
instruction:

 Use a variety of digital tools and resources: There are many

different digital tools and resources available that can be used to
support diverse learners. For example, you could use text-to-
speech software to provide students with access to text, or you
could use interactive simulations to help students visualize
concepts.
 Create differentiated learning activities: You can create
differentiated learning activities by providing different levels of difficulty or
complexity or by providing different options for how students can complete
the activity. For example, you could create a scavenger hunt that has
different levels of difficulty, or you could create a project that allows
students to choose how they want to present their findings.

 Use student choice: You can give students choice in how they learn by
allowing them to choose the digital tools and resources they use, the
activities they complete, or the way they demonstrate their knowledge. This
can help keep students motivated and engaged in their learning.

By implementing these strategies, you can create technology-

integrated instruction that is accessible and engaging for all learners .

Here are some additional tips for accommodating diverse learners

in technology-integratedinstruction:

 Be aware of your own biases: It is important to be aware of your

own biases when designing technology-integrated instruction. This
will help you create materials that are accessible and engaging for
all learners.
 Get feedback from students: Ask students for
feedback on your technology-integrated instruction.
This will help you identify areas where you can
improve your instruction to better meet the needs of
your students.

 Be flexible: Be flexible and willing to adapt your

instruction based on the needs of your students. This
will help you ensure that all students are able to
access and participate in the instruction.