Special Education: Universal Design for Learning (UDL) and Multiple Points of Entry
Entry Point
Narrative
Quantitative
Logical
Foundational
Aesthetic
Experimental
Description of Entry Point
The narrative entry point allows access to a topic using a story or narrative related to the concept
The quantitative entry point employs numerical methods and considerations to understand the topic
The logical entry point invites deductive reasoning, an if/then perspective
The foundational entry point allows students to respond to the broader concepts or philosophical issues raised by a
subject or work of art—for example, whether metaphors depict or defy reality, or why a painting of soup cans is
considered art. The students will answer big questions about life, death, our place in the world, philosophy, and
meaning of a concept.
The aesthetic entry point emphasizes appreciation of the topic’s properties through beauty, forms, and relationships for example, the color, line, expression, and composition of a painting; the intricate patterns on the surface of a
beehive; or the alliteration and meter of a poem. This entry point emphasizes sensory and/or surface features, and
activates aesthetic sensitivities.
The experiential entry point invites an approach to a concept through hands‐on investigations for example, producing a
play about the history of a neighborhood or setting a poem to music. This entry point is a hands-on approach, dealing
directly with materials (physically or virtually), simulations, and personal explanations.
The social entry point allows access to a topic through a social experience (e.g., working collaboratively to design and
Social/Collaborative present demonstration; teaching others through demonstrations and posters).
Sample Entry Point Reflection Questions
Narrative: What is the story of __________?
Quantitative: How can I measure or
quantify the parts of this or the
consequences of this?
Logical: If _____ changed then what might
happen? How does this compare to ______?
Foundational: What does this remind me of?
Aesthetic: How is this put together?
Why is this important?
What are the parts and why are they
Who would care about this from the past, today, arranged in this way?
and in the future?
Experiential: Create something that shows
what you know about this topic by drawing,
speaking, moving, building, or writing.
Social/Collaborative: Who could I talk with to learn more about this topic?
Special Education: Universal Design for Learning (UDL) and Multiple Points of Entry
Multiple Entry Points Example 1: A class is going on a field trip to the Statue of Liberty. Taking advantage of student excitement the teacher would like to
engage the learners in using their observation and research skills to learn more about the Statue of Liberty. The teacher engages all learners through planned
questions that invite students to conduct research on the Statue of Liberty using multiple entry points.
The teacher poses these questions:

Narrative: Using what we know about the Statue of Liberty, can we make our own story about her and her journey to the USA?

Experiential: How can we find out why the Statue of Liberty turned green?

Aesthetic: What message does the Statue of Liberty’s body language, clothing, and accessories convey to observers?

Logical: If the Statue of Liberty was a third of its current size and located in North Dakota, would she still be as iconic as she is today?

Quantitative: How does the size of the Statue of Liberty compare to other statues or buildings in New York City?

Social: Can you observe the Statue of Liberty and discuss observations with a partner?

Foundational: Is the personal freedom represented by the Statue of Liberty truly granted to everyone in the USA? What makes you think that?
Multiple Entry Points Example 2: A US History class is studying great speeches. Students choose one of several research questions based on personal interest.
Each research question involves the analysis of specific materials chosen because the materials express information through different forms.
Looking at the five research questions provided below, can we determine the entry point being offered?
1. How is the Gettysburg Address like a poem? (compare the Gettysburg Address to Lincoln’s poems using literary elements such as rhyme,
alliteration, and rhythm)
2. How do numbers help us understand the importance of the Gettysburg Address? (examine data on causalities in battles of the Civil War and
other wars?
3. What was the experience like of listening to the Gettysburg Address? (research the weather, pitch of Lincoln’s voice, number of horses
buried/decaying, etc. and use a news reporter’s account to act out the Gettysburg Address)
4. What was the story of the Gettysburg Address? (Using primary sources such as the invitation letter, program of who spoke, newspaper reviews,
etc. reconstruct the larger context or the “whole story” of the Gettysburg Address)
5. How is the Gettysburg Address like other great speeches? (Compare the Gettysburg Address to Martin Luther King’s I have a Dream speech,
the Declaration of Independence, or the Star Spangled Banner – what are the elements of a great speech? Where are those elements found in
the Gettysburg Address?