Universal Design for Learning (UDL) is a design framework that can inform how technology can be used to address learner variability. It creates a compelling context for teachers to integrate technology into their lessons to reduce barriers that arise from the learner’s interaction with the curriculum or environment. This resource provides some general recommendations based on a case-study of three teachers who partnered with a technology integration specialist to use the UDL Design Cycle to make decisions about addressing learner variability and integrating Speech Recognition Technology (SR) into the writing curriculum.

Implications for teacher implementation of technology through a UDL approach are discussed. This resource also describes how UDL case-study research was conducted in conjunction with the UDL Reporting Criteria (UDL RC), a set of guidelines for researchers and practitioners who are designing and reporting on UDL implementation.

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.