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Universal Design for Learning:Universal Design for Learning:Meaningful Access to the General Ed Meaningful Access to the General Ed Curriculum for All StudentsCurriculum for All Students
Ricki SabiaNational Down Syndrome Society
© CAST, Inc.
Universal Design in Universal Design in Architecture and Architecture and ProductsProducts
Curb CutsCurb Cuts
RampsRamps
Captions on TVCaptions on TV
ElevatorsElevators
Easy Grip ToolsEasy Grip Tools
The Challenge in The Challenge in EducationEducation Unprecedented diversity of
learners in classrooms
Barriers to learning arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.
Teachers feeling overwhelmed.© CAST, Inc.
Universal Design for Learning (UDL)
Applies concept of Universal Design to education
Principles developed in the 1990’s by the Center for Applied Special Technology (CAST-www.cast.org)
Federal support for UDL research, dissemination since 1999
© CAST, Inc.
.
UDL BenefitsUDL Benefits
Recognizes the reality of Recognizes the reality of classroom diversityclassroom diversity
Scientifically valid framework and Scientifically valid framework and set of principles for accessible set of principles for accessible curriculum designcurriculum design
Provides physical and cognitive Provides physical and cognitive access to curriculumaccess to curriculum
© CAST, Inc.
UDL Benefits (continued)
Minimizes retrofitting by teacherMinimizes retrofitting by teacher
Supports meaningful access to Supports meaningful access to the general education curriculum the general education curriculum and successful inclusion in and successful inclusion in general education classgeneral education class
© CAST, Inc.
““Design”Design”
•Curriculum must be designed from the beginning to be flexible.
•Must be customizable to provide both challenge and supports for many levels of abilities and learning styles
•Digital text is more flexible than printed text
•However, low tech options can be used© CAST, Inc.
© CAST, Inc.
Visual displayVisual displayhttp://www.harcourtschool.com/menus/harcourt_hohttp://www.harcourtschool.com/menus/harcourt_horizons/topmenu/index.htmlrizons/topmenu/index.html
© CAST, Inc.
Embedded Learning SupportsEmbedded Learning Supports
Embedded Strategy SupportsEmbedded Strategy Supports
Embedded Background KnowledgeEmbedded Background Knowledge
Embedded Vocabulary SupportsEmbedded Vocabulary Supports
Embedded Options for RespondingEmbedded Options for Responding
© CAST, Inc.
UDL and the Learning BrainUDL and the Learning Brain
Recognition networksStrategic networksAffective networks
© CAST, Inc.
UDL and the Learning UDL and the Learning BrainBrain
Recognition networks: “the what of learning”
Recognition Network
© CAST, Inc.
Recognition NetworkRecognition Network
UDL Principle: UDL Principle:
Multiple Means of Multiple Means of RepresentationRepresentation– Supports learning by providing:Supports learning by providing:
options for options for perception (interpreting perception (interpreting sensory information)sensory information)
options for options for understandingunderstanding languagelanguage
options for options for understanding conceptsunderstanding concepts
© CAST, Inc.
UDL and the Learning UDL and the Learning BrainBrain
Strategic networks: “the how of learning”
plan, execute, and monitor actions and skills
Strategic Network
© CAST, Inc.
Strategic NetworkStrategic Network
MotorMotor– WriteWrite– DrawDraw– SpeakSpeak– ManipulateManipulate
Executive FunctionsExecutive Functions– PlanPlan– OrganizeOrganize– MonitorMonitor– AdjustAdjust– ReflectReflect
© CAST, Inc.
Dog Dog
CatCat
BikeBike
GrassGrass
BuildingBuilding
Memorize These Words
TreeKiteZoo
HousePatio
© CAST, Inc.
Strategic NetworkStrategic Network
UDL Principle:UDL Principle: Multiple Means of Action and Multiple Means of Action and
ExpressionExpression
– Supports learning by providing:Supports learning by providing:
options for options for physical actionsphysical actions
options for options for expressive skillsexpressive skills
options for options for executive functionsexecutive functions
© CAST, Inc.
Affective NetworkAffective Network
UDL Principle:UDL Principle: Multiple Means of EngagementMultiple Means of Engagement
– Supports learning by providing:Supports learning by providing:
options for options for creating interest creating interest
options for options for sustaining effort and sustaining effort and persistencepersistence
options for options for self-regulationself-regulation
© CAST, Inc.
Remember the Three NetworksRemember the Three NetworksThey must work togetherThey must work together
Affective Network
Strategic Network
Recognition Network
Remember the Three Remember the Three PrinciplesPrinciples
1. 1. Multiple Means of Multiple Means of RepresentationRepresentation– Recognition networkRecognition network
2. Multiple means of Expression 2. Multiple means of Expression
-Strategic network-Strategic network
3. Multiple Means of 3. Multiple Means of EngagementEngagement– Affective networkAffective network
© CAST, Inc.
http://www.cast.org/publications/UDLhttp://www.cast.org/publications/UDLguidelines/version1.html guidelines/version1.html
UDL in Practice
Apply the three principles to the four pillars of curriculum: educational goals, materials, methods, and assessments
This ensures all three brain networks are engaged at the same time to optimize learning and accurate assessment!
Instructional Goals
Traditional: The means for accomplishing the goals are interwoven into the instructional goal.
UDL: The means for attaining the goals can be individualized.
Instructional Materials
Traditional:The materials are mostly print; everyone gets the same materials
UDL: Use a variety of levels of printed text, digital, video, audio materials etc.
UDL Editionshttp://udleditions.cast.org/
UDL Editions take advantage of the flexibility of digital media to reach and engage all learners. Leveled supports and the Texthelp Toolbar balance challenge and support for each learner, ages 10 and up.
Also see Thinking Reader http://www.tomsnyder.com/products/
product.asp?SKU=THITHI&Subject=LanguageArt
s
Teaching Methods
Traditional:Usually lecture style, homogenous
grouping, unsupported note-taking UDL: Avoid limiting presentation style. Frequent questions, clarification,
interactivity Heterogeneous working groups Provide adapted materials for
note-taking
AssessmentsTraditional:
Administer the end-of-chapter test, which consists of multiple choice and short essay answers.
UDL: Ensure test objectives match
instructional objectives If needed consider alternate means
of delivery, modification of assessment content, different question format
National UDL Task Force Coalition of 38 national general
education and disability groups; some with counterparts at state/local level
Mission: promote implementation of UDL through policy and dissemination of information to stakeholders
Biggest Challenge—get recognition that this is for ALL students not just a special education issue.
Federal Level-Task ForceAction Steps Higher Ed Act – incorporated UDL
language in reauthorized Act
ESEA/NCLB- had briefing and presented draft language
IDEA-needs UDL language, not just UD
What You Can Do-Advocacy for UDL
National Level
Educate your Representative and Senators and/or their staff about UDL
Respond to NDSS alerts
Advocacy for UDL-State
Create State coalition of stakeholders
Statewide conference on UDL.
Inform State officials/get legislation
Encourage State UDL strategic plan and get UDL in technology plan
Advocacy for UDL-Local
Meet with Board of Ed members and testify at budget hearings
Encourage strategic collaboration between departments: curriculum,
technology, staff development,, Special Ed ESOL, gifted programs
Volunteer on committees