UDL – Enhancing Learning for All Promoting Collaboration A New Function for Special Education

UDL – Enhancing Learning for All

Promoting CollaborationA New Function for Special Education

Getting Off To a Good Start

Play is the exultation of the possible.

- Martin Buber

They were in the house alone...

Just the two of them. It was a cold, dark, stormy night. The storm had come quicklyand each time the thunder boomed he watched her jump. 

She looked across the room and admired his strong appearance...and wished that he would take her in his arms, comfort her and protect her from the storm. She wanted that...more than anything.

Suddenly, with a pop, the power went out... she screamed...he raced to the sofa where she was cowering.

He didn't hesitate to pull her into his arms. He knew this was a forbidden union and expected her to pull back.

He was surprised when she didn't resist but instead clung to him.

The storm raged on...as did their growing passion and there came a moment when each knew that they had to be together.

They knew it was wrong...Their families would never understand... So consumed were they in their passion that they heard no opening of doors...just the faint click of a camera......

Have you smiled today?Let us show you how . . .

Always Remember How To Smile!!!

Life may not be the party I had hoped for...........

But while I'm here I might just as well listen to the music and dance!

Make Today Count

Stay in curiosity Listen for nuance Share your questions and concerns Don’t take yourself or others too

seriously

Credits and Thanks

www.udlcenter.org Those willing to post PowerPoints publicly

– Jenna Gravel– Patti Ralabate– Lisa Thomas– Elizabeth Dalton– Paul Sherlock– CAST (National Center on Universal Design for

Learning)

Collaboration and UDL? Why?

Accessing the general curriculum Improving instruction and learning Improving results

Some people spend their time looking forward mostly to the past.

- John Oshborne

The future is now . . .

http://www.youtube.com/

watch?v=Fnh9q_cQcUE&featur

e=related

You don’t have to do it. Survival is not compulsory.

- Deming

Which is closer to your classrooms?

But . . . .

This is not a session on technology (per se)

This is a session on access to learning through instruction based on UDL

Today’s Session at a Glance

What is UDL? Principles of UDL

– What are they?– Examples of each

UDL Guidelines Tools & Resources

What is UDL?

A way to provide learning opportunities

in the general education curriculum that are:

INCLUSIVE and EFFECTIVE

FOR ALL

Universal Design for Learning

Born from architectural world

Intended to design and construct equal access facilities

Concept transferred to education

Civil Rights Legacy – Universal Design

Universal Design: Access for everyone!

Old design: Some are denied

Universal Design

“Consider the needs of the broadest possible range of users from the

beginning.”

— Ron Mace

Universal design principles

Not an afterthought: Full access is designed from the outset

More cost-effective than retrofitting

More elegant and easy-to-use

. . . I have seen that in any great undertaking it is not enough

for a man to depend simply upon himself.-Lone Man, Teton Sioux

1. Think and list – all of the things that you come across or use in your daily life that make it easier for you to function. (1min)

2. Share and combine lists with two colleagues. (3 min)

3. Count up items on your list.

4. Who has the most items?

Universal design (UD) examples

Ramps and curb cuts Digital books with text-to-

speech TV and video captioning Easy-grip tools Electric doors Highlight text Minimize distraction

Assistive Technology

Universal Design

Assistive Technology

Universal design for learningCombines new insights from brain research about the nature of learner differences…

…with a century of best practices in progressive education.

HTTP://WWW.NASDSE.ORG/

BACKGROUND AND PRINCIPLES

Universal Design for Learning

Defining UDL

Principles laid down by CAST in the 1990s

Federal support for UDL research, dissemination since 1999

Defined by federal statute in 2008 Higher Education Opportunity Act

Universal Design for learning

“A scientifically valid framework for guiding educational practice”

(Source: Higher Education Opportunity Act of 2008)

Universal Design for Learning…

reduces barriers in instruction

provides appropriate accommodations [and] supports

maintains high achievement expectations

(Source: Higher Education Opportunity Act of 2008)

Universal Design for Learning

Eliminating or reducing barriers to academic success for all students

Valuing diversity in the classroom through proactive design of inclusive curriculum

Universal Design for Learning

Increasing options for access

Increasing options for participation

Increasing options for demonstrating learning

Leading to increased equitable access to the general curriculum – Higher achievement– More graduation– Less drop out

Universal Design for Learning…

“Provides flexibility in the ways– Information is presented– Students respond or demonstrate

knowledge and skills– Students are engaged”

(Source: Higher Education Opportunity Act of 2008)

Three Fundamental Principles

Multiple Means of Representation– To increase recognition

Multiple Means of Expression– To expand purposeful output

Multiple Means of Engagement– To enhance involvement

What are the UDL Principles?

In each area of the curriculum provide varied and flexible options for:

– Representing information– Action and expression– Engagement

Universal Design for Learning Guidelines

Recognition through Representation

Provide options for perception

Provide options for language, mathematical expressions, and symbols

Provide options for comprehension

Perception– Customized displays– Auditory alternatives– Visual alternatives

Expression– Vocabulary and symbols– Syntax and structure– Decoding– Understanding – Multiple illustrations

Comprehension– Background knowledge– Patterns and relationships– Information processing– Transfer and generalization

Multiple Representations of Information

Examples– Offer text-to-speech, video, audio, and

other multimedia; integrate assistive technologies into learning environment

– Provide vocabulary support and background knowledge

– Highlight critical features & main ideas

Exploring the Three Principles

http://www.udlcenter.org/aboutudl/udlguidelines

Does Not Have to Be Complex

Read aloud Highlight phrases Listen to

audiotapes Text-to-speech

What are your ideas?– Generate examples

of how you have represented information in alternative formats.

– Generate new and creative possibilities.

Provide Multiple Means for Actionand Expression

Options for physical action

Options for expression and communication

Options for executive functions

Physical action– Vary response and

navigation– Optimize tools and

technologies Expression and

communication– Multiple media– Tools for construction and

composition– Graduated levels of support

Executive functions– Goal setting– Planning and strategy

development– Managing information and

resources– Enhance monitoring

progress

Multiple Means of Action and Expression

Examples– Let students show what they know

with voice recording, graphic displays, performance, etc.

– Provide models of expert performance– Offer executive-function supports such

as graphic organizers, outlines, etc.

Exploring the Three Principles

http://www.udlcenter.org/aboutudl/udlguidelines

Does Not Have to Be Complex

Voice recording Graphic displays Graphic organizers Dance or movement Embedded prompts Checklists Spellcheck Story webs and

outlines Sentence starters

What are your ideas?– Generate examples of

how you have allowed multiple means for action and expression.

– Generate new and creative possibilities.

Provide Multiple Means for Engagement

Options for recruiting interest

Options for sustaining effort and persistence

Options for self-regulation

Recruiting Interest– Individual choice and autonomy– Relevance, value and authenticity– Minimize threats and distractions

Sustaining effort and persistence– Heighten salience of goals

and objectives– Vary demands and resources– Foster collaboration and

community– Increase mastery-oriented

feedback Self-Regulation

– Promote expectations and beliefs

Exploring the Three Principles

http://www.udlcenter.org/aboutudl/udlguidelines

Does Not Have to Be Complex Flexibility in use of

tools Provide choice in

mode of expression Connect to community

opportunities Use flexible grouping

strategies Create positive school

culture Peer tutoring Differentiated goals

What are your ideas?– Generate examples of

how you provided multiple means for engagement.

– Generate new and creative possibilities.

Multiple Means of Engagement

Examples– Vary levels of challenge and support to

prevent frustration or boredom– Tie work to real-world examples– Where possible, give choices – Teach self-assessment and reflection– Implement school-wide positive

behavioral interventions and support

“Creating classroom norms, expectations and rules are a golden opportunity to establish and sustain student engagement, use it.”

- Dr. Mary Magee Quinn

Positive Behavioral Interventions and Supports: Managing Student Behavior

Summing it all up

The old days will not be again, even as a man will never again be a child. (Dakota)

http://www.youtube.com/watch?v=1heHn7j_AEY&feature=related

You are shaping the future!

UDL applies to the whole curriculum

Goals

Traditional– Learning goals may

get skewed by the inflexible ways and means of achieving them.

UDL– Learning goals are

attained in many individualized ways, by many customized means.

Materials

Traditional– Mostly print and

everyone gets the same materials

– Few options

UDL– Variety of materials

and formats to reach learners with diverse abilities, styles, and needs equally well.

Methods

Traditional– Teacher centered

(lecture)– Homogeneous

grouping– Burden on student to

adapt to “get it”

UDL– Interactivity– Heterogeneous

grouping– Rich supports for

understanding, independent learning

Assessment

Traditional– Confuse goals with

means.– Summative—when

it’s too late to adjust instruction!

UDL– Many positive

means as long as they measure learning!

– Supports instructional improvement.

UDL Unplugged

The Role of Technology in UDL http://www.udlcenter.org/

resource_library/articles/udlunplugged The Seed Lesson

– Example lesson illustrating how all principles of UDL can be met even with limited technology

Engaged in their own education

Learning at greater breadth and depth

Achieving at higher levels

Motivated to continue learning

With UDL, more students are…

More educators are…

Teaching effectively in classrooms with diverse student needs

Spending more time on instruction and facilitating learning

Helping ALL learners succeed

Federal supports for UDL

Statutes and regulations– No Child Left Behind Act (NCLB)– Individuals with Disabilities Education Act

(IDEA)– National Instructional Materials Accessibility

Standard (NIMAS)– Higher Education Opportunity Act (HEOA)

US Department of Education– Office of Special Education Programs– Institute for Education Sciences– Office of Postsecondary Education

National Science Foundation

Federal investment in UDL

Apply UDL to your instruction

Demand universally-designed products

Share your UDL resources and lesson plans with others

Advocate curriculum adoption policies that require UDL principles

What can you do now?

For More Information

OSEP Ideas that Work - UDL Toolkit

http://www.osepideasthatwork.org/udl/ National UDL Task Force

www.udl4allstudents.org CAST

www.cast.org National UDL Center

www.udlcenter.org

Thank You!

May you be one who makes things happen for the students you teach.

May you have a wonderful and successful school year.