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CPACC - Module 9: universal design for learning

A study summary of Universal Design for Learning (UDL) for the CPACC exam — its three principles, the brain networks they tap, and the why/what/how of learning.

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  • #cpacc
  • #study-notes

This is Module 9 of Domain 2 of the CPACC (Certified Professional in Accessibility Core Competencies) Body of Knowledge — Universal Design for Learning. Where universal design applies to products and environments broadly, UDL narrows the lens to teaching and learning.

Universal Design for Learning (UDL) is a framework for teaching that considers the diverse needs of learners — designed to remove learning barriers and create successful learners. (The framework comes from CAST.) It asks teachers to provide variety in three things:

  1. Engaging and motivating learners.
  2. Presenting information.
  3. How learners demonstrate their knowledge.

The three principles at a glance #

Our minds have three broad learning networks, and each UDL principle taps one:

| UDL principle | Brain network | Answers | Learner becomes… | |---|---|---|---| | Multiple means of Engagement | Affective (caring & prioritizing) | the “WHY” of learning | purposeful & motivated | | Multiple means of Representation | Recognition | the “WHAT” of learning | resourceful & knowledgeable | | Multiple means of Action & Expression | Strategic (skills & strategies) | the “HOW” of learning | strategic & goal-directed |

Each principle is broken into guidelines at three levels — Access → Build → Internalize:

| | Engagement | Representation | Action & Expression | |---|---|---|---| | Access | recruiting interest | perception | physical action | | Build | sustaining effort & persistence | language & symbols | expression & communication | | Internalize | self-regulation | comprehension | executive functions |

1. Multiple means of Engagement — the “why” #

Taps the affective / “caring and prioritizing” network and creates motivation by getting learners challenged, excited, or interested. Learners vary in what motivates them (some like spontaneity, others routine).

Teachers should provide options to: spark curiosity, tackle challenges with focus, and harness emotions and motivation.

Examples: a choice of tasks so learners find challenges that interest them; culturally and socially relevant activities; activities that encourage self-reflection.

2. Multiple means of Representation — the “what” #

Taps the recognition network and helps every learner perceive and make sense of the information. Learners differ in how they perceive/understand — especially those with disabilities or language/cultural differences.

Teachers should provide options so information doesn’t depend on a single sense (sight, hearing, movement, touch), communicate to build shared understanding, and support comprehension.

Examples: presenting a concept visually and tactilely (e.g., a “2×3” written out and shown as groups of objects); captions/transcripts; clear vocabulary.

3. Multiple means of Action & Expression — the “how” #

Taps the strategic / “skills and strategies” network and helps learners navigate the environment and express what they know. Learners vary in how they can act and express (e.g., strong in writing but not speech).

Teachers should provide options for accessible materials and tools, creating and sharing ideas with goal-supporting tools, and developing and acting on plans.

Examples: showing multiple novel solutions to a problem; posting learning goals, objectives, and schedules; letting students demonstrate understanding their own way — e.g., write an article or give a talk.

Quick self-check #

  1. What is UDL, in one sentence, and which organization created it?
  2. Which principle answers “Why should I learn this?” — and which brain network?
  3. Which principle answers “What am I learning?” — and which network?
  4. Which principle answers “How can I show I understand?” — and which network?
  5. Name the three guideline levels each principle is broken into.
  6. Giving students the choice to write an article or give a talk is an example of which principle?

Knowledge check #

Answer each question, then check — the feedback explains every choice.

Knowledge check

1. UDL helps teachers design learning that meets the needs of all learners.
2. Which UDL principle answers "Why am I learning this?"
3. Which UDL principle answers "What am I learning?"
4. Which UDL principle answers "How can I demonstrate that I understand?"
5. Multiple means of action and expression helps learners use their mind's executive functions to… Select all that apply.

Study tip: this module is one table. Drill the three-way mapping — Engagement / Representation / Action & Expression ↔ affective / recognition / strategic networks ↔ why / what / how. Get that cold and the scenario questions answer themselves.