The three guiding principles of UDL parallel three learning networks in the brain: recognition, expression, and affect. When multiple and flexible options for addressing these learning networks, every child benefits from having many avenues to engage in learning opportunities (Rose & Meyer, 2002; National Center on Universal Design for Learning).

a. Multiple means of RECOGNITION: provide various options for children to understand what they see, hear and touch via perception, language/symbols and comprehension. This principle, the “what” of learning, is based on the brain’s recognition networks that identify and categorize what we see, hear, and read.
 

Mrs. Garcia, an early childhood special education teacher, consults with Kentrell’s teacher in Kid’s Corner Preschool. She suggests that Mr. Jackson consider a variety of materials and presentation methods to help Kentrell (and his peers) learn the value of numbers. Kentrell is four years old and is very interested in animals and music. He also has a significant visual impairment.

Mr. Jackson gathers pictures of animals of various sizes (from large to small) and collects plastic animals for all his students to manipulate in their counting games. He teaches Kentrell and his peers a counting song to sing while they manipulate the plastic animals. Mrs. Garcia also suggests using screen magnification and reading software to magnify images and customize the display for Kentrell by changing the color, light and font of the images.
 

b. Multiple means of ACTION and EXPRESSION: provide various options for children to express and demonstrate what they know via writing, speaking, drawing, video recording, word processing etc. This principle, the “how” of learning, is based on the brain’s strategic networks for planning and performing tasks.

The children in Mr. Jackson’s class use a variety of ways to indicate the correct number when they count out their snack, blocks, crayons and friends playing in specific centers. They point, stamp, verbalize, sing, color, circle, select a magnetic number from a board or press a computer key. Kentrell’s favorite options are verbalizing and using a computer game customized for his visual needs.

c. Multiple means of ENGAGEMENT: provide various options for engaging children in affective learning by using their interests/motivation and the “just right” challenge in activities and learning opportunities. This principle, the “why” of learning, is based on the brain’s affective dimensions and how different children can be engaged or motivated to learn.

Mr. Jackson understands developmentally appropriate practice, and knows that young children need to manipulate concrete objects when learning to count. Motivators that engage them emotionally (e.g., high fives or counting something out of the ordinary such as their classmates) can further encourage their interest in numbers. So Mr. Jackson incorporates Kentrell’s interest in animals and computer games in center materials and counting activities.

UDL Resources:
OSEP Toolkit on Universal Design for Learning
http://www.osepideasthatwork.org/UDL/intro.asp

Examples of UDL instructional materials/methodology
http://www.udlcenter.org/implementation/examples