Principle 3 error on Glogster, here is the correct link: http://www.greenwichschools.org/page.cfm?p=9423;

also of interest on site is the following link: http://www.greenwichschools.org/page.cfm?p=9421

Differentiated Instruction and Implications for UDL Implementation

Universal Design for Learning (UDL) and Differentiated Instruction (DI): Are they interconnected?

Can two educational concepts birthed from separate disciplines share characteristics and connect in educational practice? DI has its beginnings in the early 1990’s with the notion that some students needed additional and more challenging activities and instruction to enhance their growth past the minimal curriculum standards. UDL has its beginnings in the architectural field assuring access for all to curbs, buildings and so on. Yes, characteristics are shared and similar outcomes are desired. Yes, both are interconnected in their impact on the curriculum.

DI is a “teaching theory” designed to address the needs of diverse learners while UDL is a “curriculum designed approach to increase flexibility and decrease barriers”. DI focuses on content, process and product while UDL focuses on three brain networks for providing accessibility to the curriculum. Where as DI might focus, after the lesson has been planned
, on the need of one student, a UDL lesson will be designed to meet the needs of students who are distinctly not average. UDL begins with the onset of lesson planning and construction. Some experts have referred to a curriculum as being "disabled" in that it cannot be easily accessed by all. (Sabia and Mandlawitz, 2010)

Both educational concepts are concerned with the forward progress of students, while begins its focus once the lesson construction is complete and the other begins with the lesson planning to allow access to all without retro-fitting.

This chart assists with understanding that interaction between DI and UDL.

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