| Universal Design for Learning was developed by the | | | | may present a single piece of information through |
| Center for Applied Special Technology to help | | | | visual presentations, written manuals, aural recordings, |
| teachers identify with the vastly differing special needs | | | | flow charts, and other mediums to account for learner |
| of students with disabilities. UDL provides a blueprint for | | | | differences and increase the rate at which knowledge |
| creating goals, methods, materials, and assessments | | | | is ascertained. |
| that accommodate learner differences (i). Utilizing | | | | Most importantly, the multiple means component of |
| recent neurological studies, CAST asserts that there | | | | UDL provides an opportunity for the communication to |
| are three dominant brain networks responsible for | | | | be tailored for the individual receiving it. To illustrate, |
| acquiring knowledge: recognition networks, strategic | | | | consider that a trainee with a visual impairment can be |
| networks, and affective networks (ii). Each network | | | | issued an audio recording containing instructions |
| has a different function, yet together they move an | | | | specific to a single task. Another trainee with a learning |
| individual to gather, process, and learn concepts. | | | | disability like dyslexia can receive instructions for the |
| Moreover, CAST asserts that each of these | | | | same task by way of a visual illustration with minimal |
| networks function differently for each individual. Thus, | | | | written instructions. In this way, each learning style is |
| only by accounting for learner differences can | | | | accommodated for, each disability is overcome, and |
| teachers, and by the same token business | | | | the diversity of the workplace is maintained. |
| professionals, assist persons with disabilities in acquiring | | | | Simply investing in assistive technology falls short of |
| knowledge. | | | | effectively diversifying a work environment. Disability |
| Disability employers must embrace the concepts set | | | | employers must delve deeper and consider the |
| forth by the UDL methodology in order to create a | | | | degree of accessibility their business provides for |
| diverse workplace. Specifically, disability training | | | | persons with disabilities. Evaluating accessibility requires |
| programs must employ the three core components of | | | | identifying the ability of employees, areas of |
| UDL: multiple means of representation, multiple means | | | | exceptional talent, individual learner differences, and |
| of expression, and multiple means of engagement (iii). In | | | | unique support needs. Disability and diversity training |
| creating multiple means of representation, employers | | | | initiatives that harness the power of UDL have a |
| present information pertaining to individual work tasks in | | | | significant advantage in making the workplace |
| various formats. For example, a disability employer | | | | accessible. |