1. Case Study:
Mrs. Jones’ Fourth Grade Classroom
From: A Practical Reader in
Universal Design for Learning
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2. Center for Applied Special Technologies, CAST
www.cast.org

3. Center for Applied Special Technologies, CAST
www.cast.org
State Standards
Instructional Goals
Traditional Approach UDL Approach
Student groups create a Students map the political,
2. 2.
map containing political, topographical, and natural
topographical, and resources of a selected
natural resources in the state
selected state of study Students present results
3.
Students will orally to demonstrate
3.
present and describe understandings of the
the state and map state and its resources
results to the class
3

4. Center for Applied Special Technologies, CAST
www.cast.org
State Standards:
Instructional Objectives
Traditional Approach UDL Approach
Read the social studies text The students will (a) collect
2. 2.
and (a minimum of) two information, (b) make
additional resources to gather comparisons, and (c) create
information about state maps to represent state
resources, geography, and resources, topography, and
political structures political information
Write a compare-and-contrast Present information to the
3. 3.
table of state resources class. Analyze information and
respond to questions.
Make a representative map
4.
using available materials
Present information to the
5.
class
Raise hands to answer teacher
6.
and presenter questions on the
4 presentation

5. Center for Applied Special Technologies, CAST
www.cast.org
Curriculum
Methods-Introduce Lesson
Traditional Approach UDL Approach
Teacher provides a brief lecture Avoid limiting presentation style.
2. 2.
on the home state. She May be students who do not
reminds students of previous respond, comprehend, or attend
studies of land and resources, well to a lecture style. Consider
and the impact of natural using media in the presentation
resources on population (e.g. concept map/graphics, video,
growth, political, and land-use audio summary) to enhance and
issues. illustrate concepts and topics
introduced and reviewed
Teacher divides the students
3.
into working groups to complete Consider frequent questions and
3.
their research, map-making, statements of clarification; solicit
note-taking, and presentation student participation
Consider assigning students to
4.
working groups by mixed abilities to
make use of complementary skills
Provide demonstrations of
5.
5 performance expectations

6. Center for Applied Special Technologies, CAST
www.cast.org
Curriculum
Methods- Guide the Lesson
Traditional Approach UDL Approach
Students read the textbook Provide multiple means to access
2. 2.
chapter on the selected home resource materials (audio, digital, with
state to find out about the state graphics, video
resources, boundaries, Scaffold reading with supports for
3.
topography, and population decoding and vocabulary (talking
center. Students are required dictionary)
to use at least one outside Support reading strategies with
4.
resource. cooperative working groups (e.g.
Student groups must also take
3. paired reading, discussion sessions)
written notes to support their Consider alternative means for note-
5.
research work taking (e.g. audio-recorded summary,
electronic note-taking, scanning,
Google Notebook)
Scaffold note-taking by allowing
6.
students to use a graphic organizer
with information prompts built in (e.g.,
6 name of state, land mass, geographic
location)

7. Center for Applied Special Technologies, CAST
www.cast.org
Curriculum
Methods- Close the Lesson
Traditional Approach UDL Approach
Using the map, groups give Provide students with options for
2. 2.
oral presentations, including presenting information (e.g.,
resource information, to the presentation may be written, oral
class (podcast), video, or visual)
Each student takes notes Provide audience with scaffolds
3. 3.
during the presentations and alternative means of collecting
information as students make
Students draw and write a
4.
presentations (e.g. recordings,
compare/contrast chart of
notes, response questions)
the physical, political, and
geographical characteristics Consider alternatives for writing a
4.
of the states presented by compare/contrast chart (e.g. oral,
all groups pictorial, digital, using digital Venn
diagram (Inspiration) )
7

8. Center for Applied Special Technologies, CAST
www.cast.org
Curriculum
Media and Materials
UDL Approach
Traditional Approach
Printed text may constitute a barrier for
2.
Social Studies
2.
students with physical or reading
textbook
disabilities. If texts are digitally available,
Encyclopedia
3.
teachers and students have options for
Map materials text-to-speech, large print, on-line
4.
vocabulary help and a variety of display
Tag board
5.
formats.
Colored pencils
6.
Provide various means and materials that
3.
Rulers
7.
students can use to create a map.
Glue
8.
Examples include: a) draw a map; b)
Clay
9. create a map with clay; c) create a map
Trays electronically with computer tools; d) have
10.
students verbalize for others the details of
CD software on U.S.
11.
what to place on a map and where.
geography
8

9. Center for Applied Special Technologies, CAST
www.cast.org
Curriculum
Media and Materials
UDL Approach, cont.
3. Some learners may have organizational deficits, making it challenging for
them to understand and make use of library structure and thus the library
resource. Provide scaffolds and instruction to find materials in multiple
formats – text, digital, audio, etc.
Select possible materials for students to review

Direct students to area of media center w/appropriate resource

materials
Consider textbook barriers noted in “materials/classroom”

Some learners may have difficulty using computers with a CD, hindering
4.
access to the resource material
Provide supports and instruction to use of CD resources;

Evaluate access issues for vision, decoding, etc., for the various

students in the class
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10. A UDL Curriculum
Is designed, developed and

flexible from the start.
Has built in supports.

Is designed to maximize

options for students and
teachers
Meets the needs of all

learners.
Is under the auspices of

general education.
Center for Applied Special Technologies, CAST
10 www.cast.org

11. Center for Applied Special Technologies, CAST
www.cast.org
UDL Paradigm Shift:
how UDL changes the way we think about students and education
Old Assumptions New Assumptions
Students who learn differently

 Students who learn
fall along a continuum of
differently constitute a
learner differences.
separate category.
•
 Instructional adjustments
Instructional adjustments
need to be made for at risk need to be made for all
students.
learners.
• •
Learning is centered on a Learning materials are
single text book. varied, digital.
•
• The solution is within the
The problem is with the
curriculum. A flexible
student – remediate,
curriculum adapts to the
remediate, remediate..
needs of all students.
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12. David Rose says….
“UDL is really a merging of general education

and special education, a sharing of
responsibility, resources, and ownership. It
gets away from the “their kids-our kids”
divide between general ed. and special ed.”
-A Practical Reader in Universal Design for Learning
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13. How we’ve been doing business…
A UDL Curriculum…
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