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

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Slide 2 UDL Enhancing Learning for All Promoting Collaboration A New Function for Special Education Slide 3 Getting Off To a Good Start Play is the exultation of the possible. - Martin Buber Slide 4 They were in the house alone... Slide 5 Just the two of them. It was a cold, dark, stormy night. The storm had come quickly and each time the thunder boomed he watched her jump. Slide 6 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. Slide 7 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. Slide 8 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...... Slide 9 Slide 10 Have you smiled today? Let us show you how... Slide 11 Slide 12 Slide 13 Slide 14 Slide 15 Slide 16 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! Slide 17 Make Today Count Stay in curiosity Listen for nuance Share your questions and concerns Dont take yourself or others too seriously Slide 18 Credits and Thanks www.udlcenter.org 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) Slide 19 Collaboration and UDL? Why? Accessing the general curriculum Improving instruction and learning Improving results Slide 20 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 &feature=related You dont have to do it. Survival is not compulsory. - Deming Slide 21 Which is closer to your classrooms? Slide 22 But.... This is not a session on technology (per se) This is a session on access to learning through instruction based on UDL Slide 23 Todays Session at a Glance What is UDL? Principles of UDL What are they? Examples of each UDL Guidelines Tools & Resources Slide 24 What is UDL? A way to provide learning opportunities in the general education curriculum that are: INCLUSIVE and EFFECTIVE FOR ALL Slide 25 Universal Design for Learning Born from architectural world Intended to design and construct equal access facilities Concept transferred to education Slide 26 Civil Rights Legacy Universal Design Universal Design: Access for everyone! Old design: Some are denied Slide 27 Universal Design Consider the needs of the broadest possible range of users from the beginning. Ron Mace Slide 28 Universal design principles Not an afterthought: Full access is designed from the outset More cost-effective than retrofitting More elegant and easy-to-use Slide 29 ... 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? Slide 30 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 Slide 31 Universal design for learning Combines new insights from brain research about the nature of learner differences with a century of best practices in progressive education. Slide 32 HTTP://WWW.NASDSE.ORG/ Slide 33 Slide 34 BACKGROUND AND PRINCIPLES Universal Design for Learning Slide 35 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 Slide 36 Universal Design for learning A scientifically valid framework for guiding educational practice (Source: Higher Education Opportunity Act of 2008) Slide 37 Universal Design for Learning reduces barriers in instruction provides appropriate accommodations [and] supports maintains high achievement expectations (Source: Higher Education Opportunity Act of 2008) Slide 38 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 Slide 39 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 Slide 40 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) Slide 41 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 Slide 42 What are the UDL Principles? In each area of the curriculum provide varied and flexible options for: Representing information Action and expression Engagement Slide 43 Universal Design for Learning Guidelines Slide 44 Slide 45 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 Slide 46 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 Slide 47 Exploring the Three Principles http://www.udlcenter.org/aboutu dl/udlguidelines Slide 48 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. Slide 49 Provide Multiple Means for Action and 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 Slide 50 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. Slide 51 Exploring the Three Principles http://www.udlcenter.org/aboutu dl/udlguidelines Slide 52 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. Slide 53 Slide 54 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 Slide 55 Exploring the Three Principles http://www.udlcenter.org/aboutu dl/udlguidelines Slide 56 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. Slide 57 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 Slide 58 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 Slide 59 Slide 60 Summing it all up The old days will not be again, even as a man will never again be a child. (Dakota) http://www.youtub e.com/watch?v=1 heHn7j_AEY&feat ure=related http://www.youtub e.com/watch?v=1 heHn7j_AEY&feat ure=related You are sha