Universal Design for Learning Approaches

 Assessment Description

Differentiating instruction to meet the needs of all students in the classroom should be part of every teacher’s instructional strategy. There are many techniques that can be used to modify instruction and accommodate for students’ needs, and knowledge about evidence-based practices for doing so should be used when making decisions about instruction. The use of Response to Intervention (RTI) programs and a multitier system of support (MTSS) to establish programs that meet the varied needs of students in one setting are commonly used strategies for differentiation. Additionally, Universal Design for Learning (UDL) is a framework to guide these types of evidence-based instructional deliveries and practices. Data from tiered support systems such as RTI and MTSS can be used to steer the UDL framework.

Imagine that you have been asked to create an informational digital presentation about Universal Design for Learning approaches that can be used by special education and general education teachers in the grade levels associated with your field of study. 

Refer to “The UDL Guidelines,” the topic Resources, and your research to create an 8-10 slide digital presentation that addresses the following: 

• Explain how applying UDL principles in the educational setting can address the needs of all students, including students with disabilities.
• Describe the UDL guidelines of engagement, representation, action, and expression.
• Describe three specific, evidence-based UDL instructional approaches or adaptations that teachers could utilize to enhance the success and promote the growth and development of students with and without disabilities.
• Discuss how UDL and the use of evidence-based strategies can influence and be used to improve professional practice and student outcomes. Provide specific examples to illustrate your ideas.
• Provide links to five additional resources related to UDL statistics and approaches and describe how each would be beneficial to teachers as they implement the UDL framework.
• Title slide, reference slide, and presenter’s notes.

Support your presentation with a minimum of three scholarly resources.

Universal Design for Learning Approaches – Rubric

Applying UDL Principles 11.25 points

Criteria Description

Applying UDL Principles

5. 5: Target 11.25 points

Explanation of how applying UDL principles in the educational setting can address

the needs of all students is comprehensive and in-depth.

4. 4: Acceptable 9.79 points

Explanation of how applying UDL principles in the educational setting can address

the needs of all students is complete and includes relevant supporting details.

3. 3: Approaching 8.33 points

Explanation of how applying UDL principles in the educational setting can address

the needs of all students is cursory and is missing key supporting details.

2. 2: Insufficient 7.76 points

Explanation of how applying UDL principles in the educational setting can address

the needs of all students is inaccurate and lacks relevant supporting details.

1. 1: No Submission 0 points

Not addressed.

UDL Guidelines 11.25 points

Criteria Description

UDL Guidelines

5. 5: Target 11.25 points

Description of UDL guidelines of engagement, representation, action, and

expression is insightful.

4. 4: Acceptable 9.79 points

Collapse All

Description of UDL guidelines of engagement, representation, action, and

expression is accurate.

3. 3: Approaching 8.33 points

Description of UDL guidelines of engagement, representation, action, and

expression is cursory.

2. 2: Insufficient 7.76 points

Description of UDL guidelines of engagement, representation, action, and

UDL Instructional Approaches or Adaptations 11.25 points

Criteria Description

UDL Instructional Approaches or Adaptations

5. 5: Target 11.25 points

The three specific, evidence-based UDL instructional approaches or adaptations

that could enhance the success and promote the growth and development of

students are exemplary and demonstrates best practices.

4. 4: Acceptable 9.79 points

The three specific, evidence-based UDL instructional approaches or adaptations

that could enhance the success and promote the growth and development of

students are clear and appropriate for students.

3. 3: Approaching 8.33 points

The three specific, evidence-based UDL instructional approaches or adaptations

that could enhance the success and promote the growth and development of

students are ambiguous and identify few connections to best practices.

2. 2: Insufficient 7.76 points

The three specific, evidence-based UDL instructional approaches or adaptations

that could enhance the success and promote the growth and development of

students are erroneous and inappropriate for students.

Professional Practice

11.25 points

Criteria Description

Professional Practice

5. 5: Target 11.25 points

Explanation of how UDL and the use of evidence-based strategies can influence and

be used to improve professional practice and student outcomes, including specific

examples to illustrate ideas, is exemplary and includes comprehensive examples.

4. 4: Acceptable 9.79 points

Explanation of how UDL and the use of evidence-based strategies can influence and

be used to improve professional practice and student outcomes, including specific

examples to illustrate ideas, is accurate and provides relevant supporting examples.

3. 3: Approaching 8.33 points

Explanation of how UDL and the use of evidence-based strategies can influence and

be used to improve professional practice and student outcomes, including specific

examples to illustrate ideas, is cursory and supporting examples lack precision.

2. 2: Insufficient 7.76 points

Explanation of how UDL and the use of evidence-based strategies can influence and

be used to improve professional practice and student outcomes, including specific

examples to illustrate ideas, is erroneous and lacks relevant supporting examples.

Additional Resources 11.25 points

Criteria Description

Additional Resources

5. 5: Target 11.25 points

Five links to additional resources related to UDL statistics and approaches ideally

benefit teachers.

4. 4: Acceptable 9.79 points

Five links to additional resources related to UDL statistics and approaches

completely and correctly benefit teachers.

3. 3: Approaching 8.33 points

Five links to additional resources related to UDL statistics and approaches partially

benefit teachers.

2. 2: Insufficient 7.76 points

Five links to additional resources related to UDL statistics and approaches are

incompletely and/or incorrectly benefit teachers.

Title Slide, Slide Notes, and

Research Citations 3.75 points

Criteria Description

Title Slide, Slide Notes, and Research Citations

5. 5: Target 3.75 points

Title slide and thorough slide notes are present. In-text citations and a reference

slide are complete and correct. Sources are credible. The documentation of cited

sources is free of error.

4. 4: Acceptable 3.26 points

Title slide and slide notes are present. In-text citations have few errors. References

used are reliable and reference slide lists all cited sources with few errors.

3. 3: Approaching 2.78 points

Title slide, and/or slide notes, and/or reference slide are not present. Sources do

not fully support claims, or sources are not all credible. Sources are documented,

although several errors are present.

2. 2: Insufficient 2.59 points

No title slide or slide notes. Reference slide includes errors and/or inconsistently

used citations. Sources are noncredible.

1. 1: No Submission 0 points

Layout 3.75 points

Criteria Description

Layout

5. 5: Target 3.75 points

The layout is visually pleasing and contributes to the overall message with

appropriate use of headings, subheadings, and white space. Text is appropriate in

length for the target audience and to the point. The background and colors enhance

the readability of the text.

4. 4: Acceptable 3.26 points

The layout background and text complement each other and enable the content to

be easily read. The fonts are easy to read and point size varies appropriately for

headings and text.

3. 3: Approaching 2.78 points

The layout shows some structure but appears cluttered and busy or distracting with

large gaps of white space or a distracting background. Overall readability is difficult

due to lengthy paragraphs, too many different fonts, dark or busy background,

overuse of bold, or lack of appropriate indentations of text.

2. 2: Insufficient 2.59 points

The layout is cluttered, confusing, and does not use spacing, headings, and

subheadings to enhance the readability. The text is extremely difficult to read with

long blocks of text, small point size for fonts, and inappropriate contrasting colors.

Poor use of headings, subheadings, indentations, or bold formatting is evident.

Language Use and Audience Awareness 3.75 points

Criteria Description

Language Use and Audience Awareness (includes sentence construction, word choice,

etc.)

5. 5: Target 3.75 points

Word choice is distinctive, creative and well-suited to purpose, discipline, scope,

and audience of the presentation.

4. 4: Acceptable 3.26 points

Word choice is reflective of the intended audience, uses a variety of appropriate

vocabulary, and communicates clearly.

3. 3: Approaching 2.78 points

Some distracting inconsistencies or repetitions in word choice are present.

Language is not clearly designed for the targeted

audience.

2. 2: Insufficient 2.59 points

Inappropriate word choice is evident. Language is not reflective of the targeted

audience.

Research Citations 3.75 points

Criteria Description

Research Citations (in-text citations, reference slide, and type of sources)

5. 5: Target 3.75 points

In-text citations and references slide are complete and error-free. Sources are

credible and appropriate for the submission. The sources strongly support the

submission.

4. 4: Acceptable 3.26 points

In-text citations and references slide have few errors. Sources are credible and

appropriate for the submission.

3. 3: Approaching 2.78 points

Some citations may be missing, or the citations do not support the submission.

References slide may include errors. Sources may not be appropriate for the

submission.

2. 2: Insufficient 2.59 points

Many citations are missing where needed. References slide includes numerous

errors. Sources may not be credible.

Mechanics of Writing 3.75 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, and grammar)

5. 5: Target 3.75 points

Presentation and speaker’s notes are virtually free of mechanical errors. Sentence

structures are engaging.

4. 4: Acceptable 3.26 points

Presentation and speaker’s notes include some mechanical errors, but they do not

hinder comprehension. Effective sentence structures are used.

3. 3: Approaching 2.78 points

Presentation and speaker’s notes include frequent and repetitive mechanical errors

that distract the reader. Sentence structure is lacking.

2. 2: Insufficient 2.59 points

Presentation and speaker’s notes include surface errors that are pervasive enough

that they impede communication of meaning. Inappropriate sentence construction

is used.

Total 75 points