The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. For each of these areas, specific “Checkpoints” for options are highlighted, followed by examples of practical suggestions.
Like UDL itself, these Guidelines are flexible and should be mixed and matched into the curriculum as appropriate. The UDL Guidelines are not meant to be a “prescription” but a set of strategies that can be employed to overcome the barriers inherent in most existing curricula. They may serve as the basis for building in the options and the flexibility that are necessary to maximize learning opportunities for all students. Educators may find that they are already incorporating many of these guidelines into their practice.
The Guidelines presented here are a first draft; they are an outline or précis of what will eventually emerge. While the UDL Guidelines will eventually address the whole curriculum in depth, this first effort focuses most heavily on two curricular components: instructional methods and materials. Admittedly, instructional goals and assessment do not receive adequate consideration in this initial edition but will be in later versions.
These Guidelines are labeled Version1.0 because we expect that as others contribute suggestions, we will be able to revise and vastly improve them in future “editions.” Our intention is to collect and synthesize comments from the field, weigh it against the latest research evidence, and, in consultation with an editorial advisory board, make appropriate changes, additions, and updates to the UDL Guidelines on a regular basis. This is just a beginning but, we hope, a promising one for improving opportunities for all individuals to become expert learners.
November 1, 2008 at 7:51 pm |
I try hard to engage students — taking nine students to conferences to present papers this past month alone!
I make my students write. I make them do real research and hold them accountable to real world standards of excellence. Many don’t “get it.” Few of my students even demonstrate the skills to write a meaningful journal or learning log — even after I provide examples.
My experience is that most of my students have been used to being spoon fed — and I teach seniors and graduate students. Few students even engage in class discussions. I am working hard to change the culture — and my colleagues have said, “We don’t like your methods.”
My sense is that many academics are absolute frauds. They are not current, they don’t demonstrate professional skills, they don’t want to work.
May 20, 2009 at 5:18 am |
Dear Sam,
One size does not fit all – this applies to us – teachers as well. Keep up your amazing work – who knows – you may be the one who just inspires the one!
I commenced high school three decades ago and recently returned to a high school setting to be astounded: everything has changed and nothing has changed – how can that be?
I am learning how to use electronic whiteboards and ipods and how to hold my tongue when I hear a teacher criticise a disengaged student or a learning difficulty student labelled as lazy; to hold my tongue against myself as I too don’t have the answer and sometimes not even the question. UDL – clinical teaching – research into brain functioning – what it is to be human – I wish I had started my research many years ago
I am reminded of Stephen Covey’s 7 Habits of Highly Effective People- begin with the end in mind. The concept of a disabled curriculum resonates with me – I’d like to see Career Education a middle school imperative – identify strengths and interests and match curriculum to the student and to possible pathways to future employment – real relevance. Strengthen student choice and ownership of learning early by exploring options and explicitly teaching to difficulties such as reading and study skill weaknesses and above all listen to the students – get them involved.
Cheers
Dorothy
September 28, 2009 at 8:44 pm |
The strength of UDL is in its ability to engage students at all levels. It is imperative that we provide opportunities for students to express themselves. It is not enough anymore to expect all students to show what they have learned with only a paper and pencil.
October 10, 2009 at 4:10 pm |
Don’t stop what you are doing! My sons have had conversations to me about teachers/professors like you. They find those like you to be the most committed and the most inspiring! You are one of the ones who will make a difference for the future.You represent the changes that need to be made!