UDL Guidelines – Educator Checklist
I. Provide Multiple Means of Representation:
1. Provide options for perception
1.1 Customize the display of information
1.2 Provide alternatives for auditory information
1.3 Provide alternatives for visual information
2. Provide options for language and symbols
2.1 Define vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Decode text and mathematical notation
2.4 Promote cross-linguistic understanding
2.5 Illustrate key concepts non-linguistically
3. Provide options for comprehension
3.1 Provide or activate background knowledge
3.2 Highlight critical features, big ideas, and relationships
3.3 Guide information processing
3.4 Support memory and transfer
II. Provide Multiple Means for Action and Expression:
4. Provide options for physical actions
4.1 Provide varied ways to respond
4.2 Provide varied ways to interact with materials
4.3 Integrate assistive technologies
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication
5.2 Provide appropriate tools for composition and problem
solving
5.3 Provide ways to scaffold practice and performance
6. Provide options for executive functions
6.1 Guide effective goal setting
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
Your notes
Yes – Google Slides allows the user to change sizes, colors, etc.
Yes – YouTube videos have closed captioning
No – does not include alt text or image captions
Yes – there is a video that describes the term “engineer”. The terms
within the Engineering Design Process are also described/defined.
Yes – the Engineering Design Process is defined visually through a
graphic and then connected to the Unit Scenario and the specific
lesson.
Yes – Google Slides provides the use of text to speech if enabled in
the settings
No – lesson only available in English
Yes – lesson utilizes images, diagrams, videos
Yes – students answer pre-learning question: What are some
products that keep children safe and protected from weather? Unit
Scenario is presented before lesson objective to provide context for
learning.
Yes – Unit Scenario links all unit lessons together. Student notebook
links all lessons together.
Yes - Guides learning through chunked presentation of information
using slides. Arrows point to relevant information in the student
notebook as the lesson progresses.
Yes - Provide templates, graphic organizers, concept maps to
support note-taking within the student notebook.
Your notes
Limited – rate, speed, timing of motor actions can be customized
because user can click through at their own pace. However, there
are no alternatives for physically responding or indicating selections.
No – navigating the Google Slides and interacting with the student
notebook is the only format.
No – there are no assistive technologies.
No – students are only able to respond in writing using student
notebook.
Limited – there are prompts for writing and outlines to follow within
the student notebook. However, there are not any other tools that
assist in the demands of the tasks.
No – there is no differentiation or scaffolding. Everyone is expected
to do the same thing in the same way.
Yes – unit and lesson goals are clearly stated as objectives and
repeated at the beginning and end of the lesson.
Yes – opportunities to write and reflect are given at the beginning,
middle, and end of the lesson. Lists are provided for students to
choose the problem they’d like to focus on.
Yes – student notebook allows tracking of information and ideas
No – self assessment is not encouraged and rubrics to do so are not
provided.
III. Provide Multiple Means for Engagement:
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy
7.2 Enhance relevance, value, and authenticity
7.3 Reduce threats and distractions
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
8.2 Vary levels of challenge and support
8.3 Foster collaboration and communication
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations
9.2 Scaffold coping skills and strategies
9.3 Develop self-assessment and reflection
© CAST 2009
Your notes
Yes – students are allowed to select one of 6 problems, then given
the freedom to design a solution to that problem using given
guidelines.
Yes – fosters creativity as student design their own solution to a
problem and will build their solution in a later lesson.
Limited – the lesson itself does not reduce threats or distractions.
This will depend on the classroom structure and the routines and
expectations given by the teacher. The lesson does, however, offer
predictability as it is set up in a clear, sequential format.
Yes – unit scenario, problems, objectives, and Engineering Design
Process are all clearly stated in this lesson and all future unit
lessons.
No – expectations for all students are the same as far as procedures
and end results. There is no differentiation.
No – this lesson is teacher-led, then independent.
N/A – feedback depends on the teacher, not the lesson itself
N/A – depends on classroom management, not lesson itself
N/A – depends on classroom management, not lesson itself
N/A – depends on classroom management, not lesson itself