UDL Checklist

Below is a checklist of all the features and barriers of my lesson plan "New Identities: Defining Nationalism" based on UDL guidelines. Universal Design for Learning is a framework that provides a way for educators to deliever content so that EVERY and ALL students can learn. This is an innovative way for teachers to approach lesson planning, and makes me re-think how I design my lessons. After going through this checklist for just one lesson, I realize how many barriers there are that may prevent students from learning. Barriers and Features of this lesson are below.



UDL Guidelines – Educator Checklist
I. Provide Multiple Means of Representation:

Your notes

1. Provide options for perception


1.1 Offer ways of customizing the display of information

Feature: Content is delivered through lecture and visually through PowerPoint

1.2 Offer alternatives for auditory information

Feature: PowerPoint provides visual of lecture material

1.3 Offer alternatives for visual information

Barrier: Content has no illustrations or visual representation. Students would have create their own mental example

2. Provide options for language, mathematical expressions, and symbols


2.1 Clarify vocabulary and symbols

Feature: Providing definitions of elements of Nationalism and allowing for students to create personal examples

2.2 Clarify syntax and structure

Feature: Defining each of the 5 elements of Nationalism, and providing example through US National anthem

2.3 Support decoding of text, and mathematical notation, and symbols

Barrier: No text to speech feature for computer research. Students would have to decode

2.4 Promote understanding across language

Barrier: No translation tools in place. Non-English speaking students would have to have a translator

2.5 Illustrate through multiple media

Barrier: No illustrations or visual examples. Non- linguistic learners would suffer

3. Provide options for comprehension


3.1 Activate or supply background knowledge

Feature: Providing example of elements in the US National Anthem

3.2 Highlight patterns, critical features, big ideas, and relationships

Feature: Giving examples of 5 elements of Nationalism and having students give personal definitions

3.3 Guide information processing, visualization, and manipulation

Barrier: No graphic organizer for note taking. Students would have to take notes without a guide.

3.4 Maximize transfer and generalization

Feature: Having students create their own personal Nationalistic speech incorporating elements

II. Provide Multiple Means for Action and Expression:

Your notes

4. Provide options for physical action


4.1 Vary the methods for response and navigation

Barrier: No alternative options for typing. Students with motor weakness would not be able participate in research and presentation development

4.2 Optimize access to tools and assistive technologies

Barrier: No assistive technology for computer use

5. Provide options for expression and communication


5.1 Use multiple media for communication

Barrier: No options for alternative methods of presentation. Students who have not used a computer based presentation application would not be able to contribute to group work.

5.2 Use multiple tools for construction and composition

Feature: Spell Check

5.3 Build fluencies with graduated labels of support for practice and performance

Feature: Defining 5 elements through personal examples and as a class

6. Provide options for executive functions


6.1 Guide appropriate goal setting

Barrier: No goal setting in place

6.2 Support planning and strategy development

Barrier: No planning guide for research and presentation in place such as a template. Students who cannot plan or organize thoughts well would be lost

6.3 Facilitate managing information and resources

Barrier: No note guide or template for presentation. Students would be required to note take and plan presentation on their own.

6.4 Enhance capacity for monitoring progress

Barrier: No daily progress graph or assessment in place. Students would have to keep their own pace without knowledge of expectations

III. Provide Multiple Means for Engagement:

Your notes

7. Provide options for recruiting interest


7.1 Optimize individual choice and autonomy

Barrier: Only one form of presentation allowed. Students would have to conform to only one way to present

7.2 Optimize relevance, value, and authenticity

Feature: Creation of personal speech or quote using elements along with example of US National Anthem as model

7.3 Minimize threats and distractions

Feature: Keeping students focused in classroom and computer lab by overseeing constantly

8. Provide options for sustaining effort and persistence

8.1 Heighten salience of goals and objectives

Barrier: No rubric provided for presentation. Students would have to guess on what I was going to assess them on

8.2 Vary demands and resources to optimize challenge

Barrier: No option for alternative presentation. Students would have to conform to one presentation method

8.3 Foster collaboration and community

Feature: Group discussion and group work for presentation

8.4 Increase mastery-oriented feedback

Barrier: No feedback provided to individuals. Students would be graded based on group presentation

9. Provide options for self-regulation


9.1 Promote expectations and beliefs that optimize motivation

Barrier: No personal goal setting in place. Students would have to set goals individually to complete assignment

9.2 Facilitate personal coping skills and strategies

Barrier: No guidelines for group work. Groups would have to decide tasks for individuals and deal with frustrations individually

9.3 Develop self-assessment and reflection

Barrier: No peer or personal review. Students would have to rely on my grading to assess their learning

© CAST 2011