• UDL was inspired by the architectural process known as Universal Design (UD). This process focused on designing buildings so that ANY person could access the building. UD is “easily” broken down into seven key principles;
1. Equitable use: identical use when possible, otherwise equivalent use; appealing to all
2. Flexibility in use: accommodates many preferences and abilities; includes choice and adapts pacing.
3. Simple and intuitive use: easy to understand regardless of user’s experience, knowledge, literacy, concentration level; provides feedback
4. Perceptible information: communicates necessary information regardless of sensory or ambient abilities; is compatible with a range of devices
5. Tolerance for error: minimizes adverse consequences of accidental or unintended actions; most used elements are most accessible
6. Low physical effort; can be used efficiently and comfortably with minimal fatigue
7. Appropriate size and space for approach and use: for a range of body size, posture, grip, mobility

• UDL was inspired by the architectural process known as Universal Design (UD). This process focused on designing buildings so that ANY person could access the building. UD is “easily” broken down into seven key principles;
1. Equitable use: identical use when possible, otherwise equivalent use; appealing to all
2. Flexibility in use: accommodates many preferences and abilities; includes choice and adapts pacing.
3. Simple and intuitive use: easy to understand regardless of user’s experience, knowledge, literacy, concentration level; provides feedback
4. Perceptible information: communicates necessary information regardless of sensory or ambient abilities; is compatible with a range of devices
5. Tolerance for error: minimizes adverse consequences of accidental or unintended actions; most used elements are most accessible
6. Low physical effort; can be used efficiently and comfortably with minimal fatigue
7. Appropriate size and space for approach and use: for a range of body size, posture, grip, mobility

“Know your students well, even by the first day of school. It is helpful to prepare a brief description of the strengths and needs, and other characteristics like interests and prior knowledge, of each student and consult these while planning and teaching. Know your students’ social, emotional, and behavioural strengths as well as their academic strengths and needs.” (Accounts)
“Consider the social, emotional, and behavioural demands of your classrooms, as well as the academic demands. Do students learn individually or, work with peers, or do they do both? How long is the lecture portion of each lesson? Do you model positive interactions with all students? For physical demands, do you rely on projecting images, and can everyone see them clearly? (Demands)
“Compare a student’s learning needs with the demands of the classroom and identify potential mismatches and ways to differentiate that eliminated these mismatches. You can use flexible grouping, flexible use of space, materials, time, and teacher contact to optimize learning for every student.” (Adaptations)
“Take time to reflect on each differentiation from many perspectives. It is important to ask: what are the demands this differentiation makes on you? Next, consider the consequences, intended and unintended, for the exceptional students and for others affected by the differentiation.” (Perceptions and Consequences)
“During and following the teaching, assess how well the differentiation overcame the mismatch between student strengths and needs, interests, learning preferences, and prior knowledge, on one hand, and classroom demands on the other. This analysis will help you decide about altering the differentiation while it takes place and about continuing the differentiation.” (Teach and assess)