UDL In the News

Current Events

Galion staff presents at OCALICON

Universal Design for Learning was a theme standing out at OCALICON 2018. Be sure to read about how Galion Staff from SSTR-7 Region of the state presented on implementation. “Barb Gentille-Green from our State Support Team 7 approached us in the Spring of 2018 about presenting because we are excited about the good things we are seeing in our classrooms that are helping students be successful.”

UDL is not just for students

The authors Kendra Grand and Luis Perez discuss how to use the UDL Framework to better understand oneself as an educator.

Career and Technical Education Bill Expands Access to Universal Design for Learning

To read more about The Strengthening Career and Technical Education for the 21st Century Act (HR.2353)

If Not Learning Styles Theory, Then What?

The author discusses another approach of thinking which may show more evidence than Learning Styles Theory.

What Kids with ADHD Need to Learn: A Recipe from a Mom Who Is Also a School Superintendent

My daughter is a powerful, beautiful tornado. In hindsight, her impulsivity started at birth. I was induced with full-term twins, and, within an hour, my sweet baby girl crowned, much to the dismay of the doctor, who planned for a delivery in the OR. “Wow, she doesn’t wait for anything,” the doctor quipped.

CAST Unveils New UDL Guidelines Website

CAST today announced a new online home for the UDL Guidelines, udlguidelines.cast.org. The new site—designed and built by CAST’s inhouse team and utilizing the CAST Figuration front-end framework—gives users an accessible, responsive experience across platforms and devices to access this essential resource for the Universal Design for Learning (UDL) field.

In KQED News, author Katrina Schwartz reports on John Hattie's new thoughts, How Do You Know When A Teaching Strategy Is Most Effective? June 14, 2017.

In this article, John Hattie and his research partner Gregory Donoghue discuss the model they have developed on why different strategies may be effective at different stages of the learning cycle. They discuss items such as skill, will and thrill as well as surface learning and in-depth learning.

Hattie and Donoghue state "When students understand how they will be evaluated they can also self-evaluate more effectively, a metacognitive skill that can help students become more independent learners." In other words, students need to know the power standard as well as the goal and end product to be achieved.

As you read the article think about the UDL Principles, Guidelines, and Checkpoints and where they fit?

Embrace Learner Variability


Elizabeth Hartman in a SWIFT blog post, discusses learner variability. She challenges us to think about student's variability instead of their similarities while reframing our thinking of students, especially those with severe disabilities.

"I found the answer in the Universal Design for Learning (UDL) framework and its fundamental premise of learner variability" stated Hartman.

Link to full article here.