Elizabeth M. Dalton, PhDUDL Leadership Fellow @ CAST/Boston College

Frances G. Smith, Ed.D, CVE National UDL Taskforce & COP |Virginia Commonwealth University

Kelly Ligon, M.EdVirginia Commonwealth University

Spearheaded by NDSS in 2006

Coalition of 40 national groups representing general education, special education and higher education interests

Promotes UDL in Federal policy and legislation and dissemination of information on UDL

American Association of Colleges for Teacher Education

Association of Teacher Educators Higher Education Consortium for Special

Education Teacher Education Division of the Council

for Exceptional Children

Association on Higher Education and Disability

Vocational Evaluation and Career Assessment Professionals Association

Institute of Educational Leadership

OSEP UDL Toolkit UDL in

◦ 2007 draft House NCLB bill◦ Higher Education Act of 2008◦ House/Senate LEARN ACT◦ Guidance on ARRA ◦ Race to theTop Assessment Criteria◦ National Educational Technology Plan◦ Administration’s Blue Print for ESEA◦ OSEP Personnel Preparation Grants

Spearheaded by Maryland Down syndrome Advocacy Coalition and Maryland State Department of Education

Supported by 34 state organizations

Creates stakeholder task force for recommendations regarding UDL in MD

University of Maryland and Institute for Higher Education Policy are represented

The basic principles and roots of UDL. The relevance of UDL for persons with

intellectual disabilities. Examples of model programs in pre-

service training and higher education. National initiatives supporting ongoing

growth and learning.

Recognition

Strategic

Affective

Goals Methods Materials Assessment

To change one size fits all

Multiple Means of Representation◦ To increase recognition

Multiple Means of Expression◦ To expand strategic output

Multiple Means of Engagement◦ To enhance involvement

Offer Alternatives:

• Audio amplification; multimedia

• Concept maps; structural scaffolds

• Visual & audio recording

• Guided notes

• Timer/pacing indicator

Offer Alternatives:

• Interpreting Q & A (large group)

• Follow-up discussion (small group)

• Assigned Note-takers

• Online discussion forums

• Project-based learning & outputs

• Office hours

Connect:

• The primacy of questions

• The power of personal anecdote

• Facilitate class interaction

• Affect, not data

• Eye contact

• Direct & timely feedback

• Online networking

The UDL Guidelines

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

• Essential content

• Different means of initial learning

• Different means of reinforcement•Multi-media; interactive content; multi-sensory

• Opportunities for practice

•Age-appropriate life experiences & models

• Connections to the community

• Inclusion extended to Post-Secondary

• Cross-campus dialogue

• Student goals & school goals

Separate curriculum & dormitories/Certificate

Threshold @ Lesley University (1982) by first college-based program in the US with comprehensive vocational and independent living training skills. 2 years + extended programs. 25 students per year.

Strive U. @ U. of Southern Maine (2004)Residential, transition & employment componentsPost-secondary experiences with student mentorsNon-matriculated. 2 years. Developmental credits.

Inclusive living & some college coursework

University of Vermont (one of 27 new 2010 programs)Grew from “Think College” initiative (ICI-Mass)Non-matriculating, student cohortsOptional: 1 year Professional study certificate w 3 courses; 1 academic, 1 interest, 1 employment

University student peer mentorsParticipatory action research (disabled & non-disabled)Collaborations: 1) Howard Center – Succeed Program

2) Trinity College, Dublin (presentations)

National Coordinating Center for TPSIDInstitute for Community Inclusion (ICI), Boston

5-year Coordinating grant to:1) determine and develop evaluation systems, standards, and best practices;2) provide training and TA 3) facilitate communication & collaboration (CoP)

Inclusive Goals Academic – Social – Employment – Independent Living

John Fitzgerald Kennedy

“Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.”

Students have a voice directing their lives Students know their strengths,

preferences and learning styles Students are directing the services and

supports they need for success Students are advocating for themselves View the videos to see the students in

action◦ http://www.imdetermined.org

Universal Design for Learning (UDL) means a scientifically valid framework for guiding educational practice that — (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. [HEOA, P.L. 110-315, §103(a)(24)].

“UDL requires that we not only design accessible information, but that we design an accessible pedagogy. In general terms, pedagogy is the science of teaching and learning – the educational methods that skilled educators use to highlight critical features, emphasize big ideas, clarify essential relationships, provide graduated scaffolds for practice, model expert performance, and guide and mentor the apprentice. All of these, and more, are what teaching is – and the measure of their success is what we call learning.”

◦Alternative representations of lectures(F2F, videotaped, a portal of collected lecture notes)

◦PowerPoint slides are provided to support structural/ explanative points

◦Flexible discussion groups/ options

◦Options in course assignments

◦Various learner supports with models, scaffolds, links to support background knowledge

General Elements

Representation◦ Course Syllabus◦ Teaching Style◦ Teaching Resources

Engagement◦ Student Participation in Learning◦ Student Feedback

Expression◦ Student Expression of Learning

http://enact.sonoma.edu/udl

Representation◦ Provide multiple ways of clearly identifying essential

course concepts◦ Provide multiple ways to teach important concepts◦ Provide examples and illustrations of major course

assignments

Engagement◦ Offer varied ways to involved students in the learning

process◦ Offer clear and specific feedback on all assignments

Expression◦ Provide alternatives for how students complete major

assignments◦ Provide clear guidelines and evaluation rubrics

http://enact.sonoma.edu/udl

◦ Companion digital course to class lectures◦ Multiple delivery options of lecture materials◦ Flexible groups, reflective blogs, interactive

class/group activities◦ Clear goals, guiding questions◦ Course options for final projects◦ Flexible models, rubrics, multiple modes of

feedback

• Changes in format and opportunities – Course has clear goals,

guiding questions– Course now includes

the use of common grading rubrics

– Course text includes graphic organizers

– Blackboard platform supports a companion multimedia portal

– Multiple examples of course materials, lecture notes, PowerPoint presentations

Visit our presentation wiki at:

http://udlpostsecondary.pbworks.com/