View
217
Download
2
Category
Tags:
Preview:
Citation preview
Universal Design for Learning
A framework for Accessible Curricular Materials
Matthew T. Marino, Ph.D.
Overview
• The problem(s) with our current educational model
• Origins of UDL
• UDL defined (or not)
• The neurobiological basis for UDL
• UDL and Differentiated Instruction
• Integrating UDL with your teaching practice
• An example from video games
Can People with Disabilities Make Valuable Contributions?
Students with Disabilities in Text-based Environments
Have difficulty:• Activating prior knowledge• Making inferences during
reasoning processes• Implementing instructor
feedback• Transferring knowledge
Are reluctant to pose questions or hypotheses
Are less likely to have a systematic plan to approach problems
Are less likely to be aware of their metacognitive processes
Learning to Read & Reading to Learn
Students with disabilities
Students without disabilities
Below Basic Basic Proficient Advanced0
10
20
30
40
50
60
70
80
1996200020052009
8th Grade: U.S. Department of Education, National Center for Education Statistics (2010)
Science Performance of Students Without Disabilities
Science Performance of Students With Disabilities
Below Basic Basic Proficient Advanced0
10
20
30
40
50
60
70
80
1996 2000
2005 2009
Outcome - Only 5% of SWD enter the STEM workforce (Leddy, 2010)
8th Grade: U.S. Department of Education, National Center for Education Statistics (2010)
Leveraging Students’ Strengths to Enhance Instruction
• Thinking in pictures (not words)
• Intense, sustained, obsessive, fixation on a problem
• Not bound by social, behavioral, or political considerations
• Desperately seeking success and acceptance
• Benefit more from technology than their peers without disabilities
Origins of Universal Design (UD)
Developed from architecture in the early 1970’s at North Carolina State University
Based on the idea that all products should be usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life.
Examples of Universal Design include curb cuts, TV captioning, & pictorial representation on restroom doors.
UNIVERSAL DESIGN FOR LEARNING (UDL)
• An educational application of the original architecture-based UD construct
• Developed at the Center for Applied Special Technology (CAST) for K-12 students
• UDL is designed to improve access, participation, and progress in the general education curriculum
• UDL challenges teachers to anticipate, reduce, and/or eliminate barriers by creating flexible curricula
PREMISE FOR UDL IN EDUCATION
• Barriers occur as diverse learners interact with curriculum (e.g., nonreaders working with text)
• The curriculum, instruction, and assessment are the problem, NOT the students
• Accessibility is a broad construct that includes physical, cognitive, social, and cultural influences
• Curricula should consider student differences at the outset… as opposed to retrofitting existing instructional plans (Meyer & Rose, 2005)
ACCESS CONSIDERATIONS
Physical
Social
Cognitive
Cultural
Student
Learning is restricted if curricular materials are not accessible at each of the 4 domains
DECONSTRUCTING BARRIERS
Symbolic Representation
Cognitive
Procedural Knowledge &
Skills
Conceptual Understanding
(Big Ideas)
Domain Specific Vocabulary
TRADITIONAL MODEL
MEETING THE NEEDS OF ALL STUDENTS
When do we call it UDL?
UDL IS ROOTED IN NEUROBIOLOGY
• Global measures of intelligence (e.g., IQ) do not account for individual learning differences at the neural level within the brain (Dolan & Hall, 2001; Wallis & Bulthoff, 1999)
• Positron emission tomography (PET)
• Functional magnetic resonance imaging (fMRI)
• Quantitative electroencephalography (Qeeg)
INDIVIDUAL LEARNING EXPERIENCES SHAPE NEURAL PATHWAYS
• Brain activity varies by individual based on previous experiences with the learning tasks (Hund-Georgiadis & von Cramon, 1999; Shaywitz, 2003)
• Modules within the brain expand and contract based on personal experiences (van Mier, Fiez, & Raichle, 1998)
• Repetition and practice produce changes at the behavioral level and at the neural level within the brain (Meyer & Rose, 2002)
HOW UDL ENHANCES INSTRUCTION
Support primary neural networks within the brain• Recognition networks receive and analyze information
• What is this?• Strategic networks allow individuals to plan and carry out activities
• How am I going to do that?• Affective networks involve motivation and establishing priorities
• Why should I do this? (Rose, Meyer, & Hitchcock, 2005)
UDL Teaching Methods
Support Recognition
“What is this?”
Multiple examples
Highlight critical features
Provide multiple media and formats
Support background context
Support Strategic Networks
“How am I going to do that?”
Flexible models of performance
Provide opportunities to practice with supports
Provide ongoing relevant feedback
Flexible opportunities to demonstrate skills
UDL Teaching Methods
To Support Affective Networks
“Why should I do this?”
Offer choices of content specificity whenever possible
Provide multiple tools to access the curriculum
Adjust levels of challenge within assignments
Offer choices of rewards
Provide choices of learning context
The UDL Teaching Process
Set GoalsIdentify standards-based learning goalsEstablish context
Identify StatusIdentify methods, materials, and assessmentsIdentify barriers
Apply UDLIdentify UDL materials and methodsWrite UDL PlanCollect and organize materials
Teach UDL LessonTeach lessonEvaluate effectivenessUnforeseen barriers?Revise
Is There a Difference Between UDL and Differentiated Instruction?
•UDL is a theoretical framework for instructional design
•Differentiated Instruction is a practice that can be implemented within the Universal Design framework
•Differentiated Instruction and UDL both encourage curricula that is flexible and designed to decrease learning barriers
Three Elements of DifferentiationContent• Several materials are used to present the content • Tasks are aligned with instructional goals• Instruction is concept focused and principle driven
Process• Flexible grouping• Multiple strategies for classroom management
Products• Continual assessment of student progress• Students as active participants• Vary expectations and requirements
Additional Components of Differentiated Instruction
•Clarify key concepts •Use assessment as a tool to inform instruction•Emphasize critical and creative thinking•Provide a balance between teacher-assigned and student-selected tasks
Recognition Learning “What”
UDL Principle 1 Differentiating Instruction
Provide multiple examples Use several elements to support instructional content
Highlight critical features Instruction is content focused and principle driven
Provide multiple media and formats
Use several materials to support instruction
Support background context Assess students’ knowledge base
Teaching methods
Strategic Learning “How”
UDL Principle 2 Differentiating Instruction
Provide flexible models of skilled performance
Demonstrate information and skills multiple times
Provide opportunities to practice with supports
Active and responsible learners
Provide ongoing relevant feedback
Vary requirements and expectations for the learning experience
Offer flexible opportunities for demonstrating skill
Teaching methods
Affective Learning “Why”
UDL Principle 3 Differentiating Instruction
Offer choice of content and tools
Effective organization
Provide adjustable levels of challenge
Student engagement is vital
Offer choices of rewards Effective classroom management
Offer a choices of learning context
Diversify instruction
Teaching methods
Eliminating Recognition & Strategic Barriers
Differentiated Instruction
Graphic organizers (e.g., thematic maps, network tree, problem and solution map)
Advanced outlines
Digital media
Assistive Technology
Opportunities for dialogue
Eliminating Affective Barriers
Provide choices in context
Pique student interests
Co-teach with students
Authentic assignments
Real world applications
Technology simulations
Tools that support out-of-reach activities
Strategies for Building Prior Knowledge in a UDL Framework
Direct Instruction (DI) (Adams & Engelmann, 1996)
Reflection and recording (Carr & Thompson, 1996)
Interactive discussions (Jackson, Harper, & Jackson, 2005)
Answering questions (King, 1994)
The K-W-L strategy (Ogle, 1986; Fisher, Frey, & Williams, 2002)
Computer assisted activation (Biemans, Deel, & Simons, 2001)
Recommended