8: Designing Learning That Works for All Students
Learning Outcomes
After studying this chapter, students should be able to:
• 8-1 Identify the four essential UDL curricular components needed for lesson
planning.
• 8-2 Describe the physical elements to consider in planning for accessible learning
environments.
INTASC Standards
Standard #2: Learning Differences. The teacher uses understanding of individual differences and
diverse cultures and communicates to ensure inclusive learning environments that enable
each learner to meet high standards.
Standard # 7: Planning for Instruction. The teacher plans instruction that supports every student
Council for Exceptional Children
Special educators are to have knowledge of the following:
Standard #2: Learning Environments. Beginning special education professionals create safe,
inclusive, culturally responsive learning environments so that individuals with exceptionalities
become active and effective learners and develop emotional well–being, positive social
interactions, and self–determination,
Chapter Outline
8-1 Four Components of Universally Designed Curriculum
8-1a Goals
2. Essential Questions
4. Strategic Integration of Goals
8-1b Materials and Resources
8-1d Assessment
8-2 Designing Physical Learning Environments
8-2b ACCESS to the Physical Environment
8-3 Designing Social Learning Environments
8-3a ACCESS to the Social Environment
8-4 Using Adaptations to Support Universally Designed Learning Environments
8-4b Modifications
8-5 Collaboration in Planning Universally Designed Learning Environments
8-5a Collaborative Planning and Teaching
8-5b Collaborative Problem Solving
Key Concepts and Terms
ACCESS: An acronym for the basic principles of universal design that can be used to
assess the classroom setting (Applicable, Capability, Clarity, Expression, Safety, and
Size/Space).
accommodation: Service or support that ensures the subject matter and instruction is
fully accessible to students.
achievement standards: Goals that determine what will be measured (what will be
tested) and the level of mastery—along with the “how” and the “when.”
adaptations: Adjustments to learning environments that are made to increase flexibility,
essential questions: The important basic concepts in a lesson or unit in the form of
questions that are used to focus and guide student learning.
goals: One of the four curricular components of UDL; the desired outcomes for learners.
learned helplessness: A student’s excessive dependence on adults, peers, or
materials; a tendency to expect failure.
materials and resources: One of the four components of universally designed
curriculum.
methods: One of the four components of universally designed curriculum; teaching
procedures and techniques to increase learner access.
Lecture Notes
There are three important elements to consider in planning UDL environments:
academic, physical, and social. These elements are key to a teacher being successful in
implementing lessons and for students to be successful in learning.
UDL offers four components to consider in designing curriculum to meet the need of all
learners: (1) goals; (2) materials and resources; (3) methods; and (4) assessment.
Suggestions for In–Class and Online Activities
1. Research your state standards for a chosen grade level. How can you use UDL
to teach what is required?
2. Now that you have a better understanding of UDL, how would you use it in your
classroom? If you would not, explain.
4. Teaching social skills is a relatively new topic in school settings. Why is it now
necessary to teach social skills at school?
5. Using UDL, plan a lesson including the physical and social environments, as well
Discussion Questions
1. Compose three sample learning goals or objectives that are not stated in an
2. How can planning for differentiated instruction help a teacher design instruction
that adheres to the precepts of UDL?
3. Can strategic integration of goals apply across disciplines and grade levels? Why
or why not?
4. What is the difference between content standards and achievement standards?
What is the relationship between them?
5. For each element of the ACCESS strategy, describe one way teachers can apply
6. Should a teacher always offer as many adaptations as possible to students with
learning or other disabilities? Explain your answer.
7. What is the difference between accommodations and modifications?
8. How are your state standards aligned with UDL?
9. Why is collaboration needed for UDL to be successful?
Field Experiences
1. Visit a classroom and map out the physical environment. Also, note the rules in
2. Interview a classroom teacher about how lessons are planned. How does he/she
incorporate the state required standards with any modifications or
accommodations?
Videos
The MindTap video can be used to start a conversation with the class about UDL.
UDL: Principles and Practices
1. How does this video explain the importance of and implementation of UDL?
2. List concrete examples of UDL being used in the video.
Web Resources
MAST UDL Lesson Planning Modules –