How do we utilize UDL as a tool for systemic change – and in a way that deliberately addresses equity for all learners? Join us to for a conversation and learn more about how Teach For America has worked to embed learner variability, UDL, and our ability to dismantle ableism as it intersects with other forms of oppression in throughout our model – our teacher training, ongoing teacher support, structures for adult learners, and more. We’ll spotlight some key moments that have led to this change and what we’re planning to do next.

Session Video Recording
Slide Deck
Reflection and Planning Sheet

As organisations and individuals promoting UDL and providing CPD, we’re always seeking to create that ‘a-ha’ moment, where the penny drops. That moment when your trainees truly ‘get’ UDL and it begins to help them offer more accessible, engaging and rich learning experiences for their students.

But do we really know the impact that UDL CPD has on educators? Even if we’re sure it works, is it possible to deliver quality CPD on a scale that can really impact culture within an institution or indeed, a country?

Session Resources:

• Session Video Recording
• Slide Deck
• Interactive Notes Document

Important Resources for Further Exploration:

• About the UDL Badge
• 10 Min Video Examples of UDL Redesigns Made by Badge Participants
• Download the UDL Badge Facilitator’s Pack
• The National Professional Development Framework for All Staff Who Teach in Higher Education
• Guiding Framework for Embedding Student Success

In Session Questions to Reflect On:

Feel free to add responses to the Interactive Notes Document if you are watching later or think of something after the session.

What kinds of Professional Development (PD) have made the ‘penny drop’ for you?
When answering, think about the nature of the PD, what elements worked and why you have a strong motivation to engage with it?

Who are your potential UDL PD Delivery Partners?
When answering the question, consider how you can share the load and widen the UDL conversation by partnering with folks outside of your immediate department – consider collaborating with others in different departments, connecting with local or national NGOs or national bodies promoting good teaching practices.

This resource will focus on the work of three university faculty who consistently employ the UDL principles in their courses. In addition, they will share the structure used at Towson University to support faculty UDL implementation, the Towson University UDL Professional Development Network. Participants will learn specific strategies for applying UDL in three very different areas: library instruction, music education and instructional technology.

This resource will focus on the work of three university faculty who consistently employ the UDL principles in their courses. In addition, they will share the structure used at Towson University to support faculty UDL implementation, the Towson University UDL Professional Development Network. Participants will learn specific strategies for applying UDL in three very different areas: library instruction, music education and instructional technology.

Learning about UDL is essential for pre-service teacher candidates to be prepared to support all learners in their future practice. Seeing UDL modeled by instructors and engaging directly with UDL principles offers candidates the chance to experience the power of UDL for themselves. Two university instructors in a teacher education program modeled the Principles of UDL in a course about inclusive classroom practices. Their curriculum design decisions are described. The emerging Pedagogical Implementation of UDL model illustrates how two university instructors teach and model UDL Principles as an avenue for their candidates to implement UDL into their future practice.

Teacher preparation professionals, or those delivering professional development may find useful this Innovation Configuration (IC) matrix when introducing and teaching the UDL guidelines.