Slide 1

Universal Design for Learning:Making a difference for every student

Dr. Patricia K Ralabate, UDL Fellow The Center for Applied Special Technology (CAST) and Boston College

Dr. Fran Smith, Coordinator of Technology VDOEs Training & Technical Assistance Center, School of Education, Virginia Commonwealth University

AFT TEACH Conference 2011: Making a difference every dayWashington, DC | July 11-13, 2011

Essential QuestionsWhy learn about Universal Design for Learning (UDL) ?

How can I use UDL to teach all learners?

What does UDL look like?

How can you engage in the national UDL conversation?NEA IDEA Special Education Resource Cadre2Reflection Activity: think/pair/share re: how do you teach all learners in your classroom?Perspectives

Frans perspectivesome things change and some remain the same3FactsStudents attend class more often when they see relevancy

90% of brain develops by age 3

9.9 million school-age children speak a language other than English13% of public school students receive special education services

White students scored 30 points higher than black students, 23 points higher than Hispanic students

Course load is no guarantee

Students attend class more often when they have strong relationships with their teachers, and when they see school and their coursework as relevant and important to their future (What Matters for Staying On-Track and Graduating from Chicago Public High Schools, 2007)Starting the continuum at birth is supported by an impressive body of literature that show that nearly 90% of human brain development occurs during the first three years of live (Carnegie Task Force on Meeting the Needs of Young Children, 1994; Hart & Risley, 1995; Shore, 1997)9.9 million school-age children (5 to 17) speak a language other than English at home. Most of them (7.0 million) speak Spanish at home Education Facts At a Glance http://www.infoplease.com/spot/schoolfacts1.html#ixzz1RBQRbWwWThe number of children and youth ages 321 receiving special education services was 6.5 million in 200809, corresponding to about 13 percent of all public school enrollment (Condition of Education, 2010) In 2009, White students at grade 12 scored 30 points higher in NAEP mathematics than Black students and 23 points higher than Hispanic students (Condition of Education, 2010)Taking the right number of courses is no longer enough to guarantee graduates will be prepared for life after high school. Among students who prepare for college by taking four year of English, and at least three years of math, science, and social studies, only a quarter meet all four of the ACT College Readiness Benchmarks (ACT, Inc., 2007)

4 Why UDL? Current instructional practices are not appropriate for all learners

Existence of academic achievement gaps

Proactively reaching and teaching all learners

NEA IDEA Special Education Resource Cadre5Universal design for learning (UDL)NEA IDEA Special Education Resource Cadre6 UDL emerged in the late 1990s and reflects changes in policy, research and practice:Policy changes included the enactment of Americans with Disabilities Education Act (ADA) in 1990 which held public & private institutions to new accessibility standardsResearch findings in the learning sciences and neuroscience fields uncovered neural networks that clarified how we learnPractice innovations included the availability of digital text and accessible media that allowed for flexible presentation of content Universal Design Consider the needs of the broadest possible range of users from the beginning- Ron Mace, Architect -

NEA IDEA Special Education Resource Cadre7Universal Design was originated by Ron Mace at North Carolina State University to create physical structures that are designed from the beginning to accommodate the widest range of users, including those with disabilities. There are seven architectural Universal Design principles (see presenter resource: 7 principles of universal design NC) that focus on increasing accessibility to physical space. Central to these principles is the providing of alternatives for users.

Universal Design originated in the field of architecture, based on the realization that designing buildings with built-in accessibility for everyone was an approach superior to retrofitting buildings to accommodate diverse individual needs.Universal Design SolutionsBEFORE Universal DesignAFTER Universal Design

Examples of Universal DesignRampsCurb cutsElectric doorsCaptions on televisionEasy-grip tools

NEA IDEA Special Education Resource Cadre9Reflection Activity: Stop and think about 3 examples of UD youve encountered here at the hotel or in DC or in your travels to this conference

Very visible examples of Universal Design include ramps, curb cuts, automatic doors, and captions on television.

Other visible examples may include:Bars, wider doors, raised seats, lowered sinks and towel access for accessible restroomsLabeled parking spacesMore wheelchairs and valets at airports, shopping centers, etc.Large print programs at museums, etc.More elevators and escalators in public placesWalking sidewalks

Making a difference...Different learning stylesDifferent ways of knowingDiffering/multiple intelligences

Todays classrooms are highly complex and pose difficult hurdles for teachers. As a result of IDEA 97, many students who used to be excluded from general education curriculum are expected to progress in the general education classroom and curriculum. Teachers now need to be successful with a much more diverse group of students including English Language Learners, students from other cultures, and students with diverse disabilities. All students are commonly in the same schools, same classrooms, and same curriculum. Schools, teachers and students are accountable for real progress and demonstrable learning outcomes in the regular education curriculum. But the print-based curriculum is designed for a homogeneous group of students and is not flexible or adjustable for different learner needs.UDL addresses these challenges and offers increased opportunity for all students to access, participate, and progress in the general education curriculum.

10Universal design for learningCombines new insights from brain research about the nature of learner differences

with a century of best practices in progressive education.

11Just as physical structures or products can have built-in barriers to access, so can the curriculum. In the 1990s education researchers led by the Center for Applied Special Technology, or CAST-- began to talk about Universal Design FOR LEARNING as a way to address barriers in the curriculum.

The UDL framework is NOT based on the architectural principles outlined by Mace, though the concepts of UD provide an effective analogy or metaphor for understanding UDL.

UDL draws on a century of education theory and research into meeting diverse learners needs (Vygotsky, Bloom, etc.) and new insights from neuroscience into how diverse learners respond to different educational materials or instruction.

Evidence showed what master teachers had long observed: that the way each individual learns may be as unique as DNA and fingerprints.

UDL and Recognition Brain NetworksRecognition networks: the what of learning

identify and interpret patterns of sound, light, taste, smell, and touch

Everyday examples:

identifying ingredients for recipes

telling the difference between shampoo and shaving cream

identifying the smell of freshly cut grass

recognizing the sound of pain or joy

12The Recognition Networks, located in the back of the brain, enable us to identify and interpret sound, light, taste, smell, and touch. For example, when you answer the phone and hear a familiar voice you can easily tell who it is without having the person give his/her name. Draw other examples from your understanding of the recognition networks.In a classroom, the recognition networks are essential to learning: students are expected to identify letters, formulas, maps, ideas, cause/effect relationships, etc. Ask audience for additional classroom examples of recognition networks at work.Everyday examples of recognition networks in action include identifying ingredients for recipes, telling the difference between shampoo and shaving cream so you can wash your hair, identifying the smell of freshly cut grass, recognizing the sound of pain or joy, etc. Note: Click on the speaker image and listen to Dr. David Rose talk about the recognition network. UDL and Strategic Brain NetworksStrategic networks: the how of learning

plan, execute, and monitor actions and skills

In learning situations, the strategic networks are critical. Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lecture

13The strategic networks are located in the front part of the brain and enable us to plan, execute, and monitor actions and skills. In learning situations, the strategic networks are critical. Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lectureThey work in tandem with recognition networks to learn to read, compute, write, solve problems, plan and execute compositions and complete projects. Everyday examples of the strategic networks in action include cooking a meal, planning an outing, executing a golf swing, driving a car, etc.Note: Click on the speaker image and listen to Dr. David Rose discuss the strategic network.UDL and Affective Brain NetworksAffective networks:

the why of learning

The affective networks are located at the core of the brain and enable us to engage with tasks and influence our motivation to learn.

Responsible for developing preferences and establishing priorities and interests.Essential to wanting to learn.

14The affective networks are located at the core of the brain and enable us to engage with tasks and influence our motivation to learn. They are responsible for developing preferences and establishing priorities and interests.In learning situations, affective networks are essential to wanting to learn. Visualize a high school classroom, the night before the prom: Are students affective networks helping focus on the algebra lesson or on the party after the prom? Visualize the student who has had years of reading failure in a 9th grade English class: Is this student motivated to read The Odyssey?Everyday examples of the affective networks in action include being motivated to get up extra early to wrap presents for a child, wanting to run to the grocery store to shop for a special dinner after a busy day at work, being nervous before a business presentation, etc. Of course, the affective network does not work in isolation from either the recognition or strategic networks.Note: Click on the speaker image and listen to Dr. David Rose present information on the affective network.

The process of learning to make coffee and..15The 3 PrinciplesMultiple means of representation

Multiple means of action and expression

Multiple means of engagementWhy is this important at the classroom level . . . Accessibility . . . . Access Curriculum accommodationsNarrowing of the Achievement gapTime planning upfront accessibility decreased time in trying to retrofit find different strategies for remediation rather than instruction

This could decrease the achievement gap for all learners. Research on this aspect is scant right now - it is being conducted.

16How does UDL improve access and student success?

A video

http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines

NEA IDEA Special Education Resource Cadre 17UDL in Higher Education Opportunity Act [HEOA] 2008``(24) Universal design for learning.--The term `universal design for learning' 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.''The first Federal Statute to define UDL18Momentum in the States

39 states with some type of UDL initiativeInitiatives are on a variety of topics including assessments, curriculum design, higher ed institutions, technology and assistive tech, professional development projects, race-to-the top apps, initiatives around special pops, state policy changes

19Media & MaterialsGoals and MilestonesMeans of AssessmentInstructional MethodsUDL & CurriculumCAST defines curriculum than more than just a book..20Setting Clear GoalsDesigned from the outset to meet theneeds of all students

NEA IDEA Special Education Resource Cadre21UDL addresses ALL aspects of general education for ALL students: Standards/Goals, Curriculum, Instructional Methods & Strategies , Instructional Materials and Assessments. Frameworks such as Response to Intervention (RTI) and methods such as Differentiated Instruction can be used to ensure that all instruction is accessible, equitable, and universally designed.

Excellent resources includeCenter for Applied Technology (CAST) www.cast.org Center for Implementing Technology in Education www.cited.org GoalsTraditionalUDLLearning goals may get skewed by the inflexible ways and means of achieving them.Learning goals areattained in manyindividualized waysby many customized means.

22[Read slide]

MaterialsTraditional UDLMostly print and everyone gets the same materials.Few optionsVariety of materials, media, and formats to reach learners with diverse abilities, styles, and needs equally well.

23[Read slide]

MethodsTraditional UDLTeacher-centered (lecture)Homogeneous groupingBurden on student to adapt to get it

InteractivityHeterogeneous groupingRich supports for understanding, independent learning

24[Read slide]

AssessmentTraditionalUDLConfuse goals with means Summative when its too late to adjust instruction!

Many possible means as long as they measure learning! Supports instructional improvement

25[Read slide]

Discussion Activity: Count of 1-9 and breakup by principle. Share and discuss how you might support/ demonstrate that guideline in your classroom.26Multiple Means of RepresentationExamplesRead aloudHighlight phrasesListen to audiotapeText-to-speechBuilt-in talking glossaryBuilt-in language translation

NEA IDEA Special Education Resource Cadre27Many of these are viewed as accommodations and are in typical use in many classrooms today

The difference between current use and UDL is the expanded use from those who are identified as needing such accommodations and for which the use is documented, to providing such access to any and all students in need of different ways to access information --- one student may need different ways to access different content areas

Audiotape - (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)Teacher reads aloudDigitized Text: Allows Dynamic Manipulation of the Medium On DemandText-to-speech: Language of the text reads aloud to the student, word-for-word, phrase-by-phrase, or larger chunks of text. (Benefit: For students with decoding problems who need to access their social studies textbook content, this overcomes a barrier that keeps them from reaching a curricular objective). (designer: add a URL that allows presenter to see this in action). Good example Read please program which is free to download www.readplease.comHighlighted text: As speech to text is working, specific words, phrases, and/or chunks of text are highlighted. (Benefit: students learn to track text while reading---provides a fluency building scaffold)Built-in talking glossary: key words that would prevent comprehension of the text, are defined at point of use (Benefit: ELL students, students with limited background knowledge, anyone unfamiliar with the specialized vocabulary)Font-size, style, and background color on demand: Certain fonts work better for certain learners, esp. students with low vision/dyslexic students need clear foreground-background color distinctions, for e.g.. Yellow text on a black background)Audio and visual reinforcement: animated graphics that help illustrate a concept (i.e.. a talking timeline is very beneficial for blind students)Built-in literacy coaches: At an opportune point in the text, a coach provides support for using comprehension strategies such as: monitor, predict, summarize, and question generating. (Benefit: for struggling readers, the support is right where they need it, immediately and with scaffolding built-in).Textbook represented in different reading levels: Student or teacher can choose to represent the same content in the most appropriate reading level. (benefits; reading level is no longer a barrier to learning the core content; facilitates engagement and appropriate level of challenge, b/c the learning is now taking place in the students zone of proximal development) Built-in language translation for ELL students: Entire text, section, or specific words, at student discretion, can be accessed in students primary language. (benefits: accessing the content in a students first language provides a bridge for comprehending the core content; student learning in both languages can be reinforced through the interaction between them) Mentor reader reads to novice readerTeacher highlights phrases while reading from a transparencyText available on audiotape (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)

One book, many optionsText to speech supportsEmbedded glossaryLinks to support/activate background knowledgeNEA IDEA Special Education Resource Cadre 28

One book: Many optionsDigital/print accessSectioned chaptersEmbedded structural supportsLinks to support background knowledgeLinks to media, web to activate interests

NEA IDEA Special Education Resource Cadre 29Figurative Language

Literary devicesNEA IDEA Special Education Resource Cadre 30

Multiple Means of Action and ExpressionWritten response Verbal responseVisual art projectDramatic responseiMovie (Macintosh)Multimedia: Power Point, Hyperstudio

NEA IDEA Special Education Resource Cadre31Like the low-tech options regarding representation of information, many of these are typical accommodations used in classrooms today

The difference between current use and UDL is the expanded use from those who are identified as needing such accommodations and for which the use is documented, to providing such access to any and all students in need of different ways to demonstrate learning --- one student may be better at demonstrating learning of history by orally describing an event, another student may create a diorama, another may write and present a skit, etc.

What does it look like?

Options that offer tools for compositionand problem-solving

Spellcheckers, grammar checks, word prediction softwareSpeech to text, audio recordingSentence starters, sentence stripsStory webs, outlining tools, concept mapsComputer-Aided-Design (CAD)

NEA IDEA Special Education Resource Cadre 32What does it look like?

Options that offer tools for planning and strategy development

Embedded promptsChecklists and project planning templates Schedules of stepsEmbedded coaches or mentorsGuides for breaking long-term goals into reachable short-term objectives

Im a coach.NEA IDEA Special Education Resource Cadre 33Multiple Means of EngagementKeep ongoing personal journalUse archived resourcesFlexibility in use of tools to access informationChoice in means of expressionFlexible grouping strategies

NEA IDEA Special Education Resource Cadre34Like the options regarding representation of information and means of expression, many of these strategies are typical in classrooms today .

All students are accountable for the content of the textbook - Experiencing success through built-in supports at each students level increases engagement and motivationStudent keeps an ongoing personal diary (written, verbal, tape-recorded, drawn)Student interviews an expert in related fieldStudent uses archived resources to compare to content in the textbook (websites, museums, libraries)

Flexibility in the use of tools for multiple representationChoice of support tools empowers student to take ownership of their learningElement of choice supports engagement and motivationHow do you want to work - small group, individually, or large group?How do you want to outline the story - text, diagram, or pictures? What do you want to work towards - free time, computer time, or homework pass?Flexible grouping strategies On skill levelOn interest/passionFor collaboration varied skill or talent levels

What does it look like?Flexible Classroom Approaches

Digital tools that motivate and engage the learner

Choices - Options

35What does it look like in a college classroom?

http://elixr.merlot.org/case-stories/understanding--meeting-students-needs/universal-design-for-learning-udl

36The National ConversationThe growth of UDL..

ResourcesThe National Center on Universal Design for Learninghttp://www.udlcenter.org/

Center for Applied Special Technology http://www.cast.org

National Task Force on UDLhttp://www.udl4all.org

IDEA Partnership Community of Practice - UDL http://www.sharedwork.org

NEA Research Spotlight on UDLhttp://www.nea.org/tools/29111.htm

NEA IDEA Special Education Resource Cadre39Print ResourcesA Policy Reader in Universal Design for Learning, Edited by David T. Gordon, Jenna W. Gravel, andLaura A. Schifter (Harvard Education Press, 2009)

Universal Design for Learning (UDL): Making learning accessible and engaging for all students, (NEA, 2008)

A Practical Reader in Universal Design for Learning, Edited by David H. Rose andAnne Meyer (Harvard Education Press, 2006)

The Universally Designed Classroom: Accessible Curriculum and Digital Technologies, Edited by David H. Rose, Anne Meyer, and Chuck Hitchcock (Harvard Education Press, 2005)

Teaching Every Student in the Digital Age: Universal Design for Learning, David H. Rose and Anne Meyer (ASCD, 2002)

NEA IDEA Special Education Resource Cadre 40Comments

Questions ???

Ahas !!!

Takeaways???

NEA IDEA Special Education Resource Cadre 41Discussion as time allows