Universal Design for Learning: Universal Design for Learning:
Implementation in Educational Settings Marla Roll, MS, OTR/L,
Director, Assistive Technology Resource Center Craig Spooner, MA,
Universal Design for Learning Coordinator Integrated Services
Poudre School District October 12, 2011
Slide 2
Funded by U.S. Dept. of Education, Office of Postsecondary
Education (Grant #P407A100027) Funded by U.S. Dept. of Education,
Office of Postsecondary Education (Grant #P407A100027) Goals:
Goals: Preparing students for and entry into postsecondary courses,
work experiences and/or internships. Preparing students for and
entry into postsecondary courses, work experiences and/or
internships. UDL training and technical assistance for secondary
and postsecondary teachers, staff and administrators. UDL training
and technical assistance for secondary and postsecondary teachers,
staff and administrators. Academic preparation and skill
development, self-advocacy training, life mentoring, socialization
guidance, recreation, career exploration, job development and
supported employment. Academic preparation and skill development,
self-advocacy training, life mentoring, socialization guidance,
recreation, career exploration, job development and supported
employment. Transitions Project: Opportunities for Postsecondary
Success
Slide 3
Think differently Think differently systemic change vs. direct
service with students with disabilities systemic change vs. direct
service with students with disabilities changes in public policy
changes in public policy partner and collaborate with teachers and
other school personnel partner and collaborate with teachers and
other school personnel Understand the benefits of UDL Understand
the benefits of UDL UDL increases access to education for all
students UDL increases access to education for all students
Consider UDL in your intervention Consider UDL in your intervention
Consider that OT can be more impactful in school practice Consider
that OT can be more impactful in school practice Todays
Objectives
Slide 4
Changing Roles under new federal requirements* Changing Roles
under new federal requirements* Increased emphasis on collaboration
in the classroom Increased emphasis on collaboration in the
classroom Also fits with OT Framework and its approaches to
intervention Also fits with OT Framework and its approaches to
intervention Almost half of the more than 6 million students served
under IDEA spend at least 80% of the school day in general
education classes* Almost half of the more than 6 million students
served under IDEA spend at least 80% of the school day in general
education classes* IDEA encourages: IDEA encourages: Pre-referral
intervention Pre-referral intervention RtI approach RtI approach
Public Policy *Collaborating for Student Success, p. 125 *OT
Services for Children and Youth under IDEA, p. 103
Slide 5
RtIs three-tiered model* *Occupational Therapy Services for
Children and Youth Under IDEA (2007). Leslie Jackson Ed. AOTA. p.
114 Tier 3: Intensive Intervention 1 5% Tier 2: Targeted
Intervention and progress monitoring 1015% Tier 1: Core
Instruction; Universal Supports; Universal Screening and
Instruction 8090%
Slide 6
The National Technology Plan for Education 2010 The National
Technology Plan for Education 2010 Calls for schools to integrate
current and future technology skills and knowledge into both the
curriculum and instructional methods used Calls for schools to
integrate current and future technology skills and knowledge into
both the curriculum and instructional methods used Repeatedly cites
UDL as an evidence based strategy for teaching* Repeatedly cites
UDL as an evidence based strategy for teaching* Higher Education
Opportunity Act Higher Education Opportunity Act 2008
reauthorization established the first statutory definition of
Universal Design for Learning 2008 reauthorization established the
first statutory definition of Universal Design for Learning No
child Left Behind Act reauthorization No child Left Behind Act
reauthorization all students, including students with disabilities
perform at grade level in core content areas all students,
including students with disabilities perform at grade level in core
content areas Current Legislation Speaks to UDL
Slide 7
Universal Design (UD) Build in accessibility from the start
Build in accessibility from the start Curb cuts in city streets
Curb cuts in city streets Ramps and automatic door openers Ramps
and automatic door openers TV closed captions TV closed captions
Ergonomic kitchen utensils Ergonomic kitchen utensils Everyone
benefits from a more flexible, user-friendly environment Everyone
benefits from a more flexible, user-friendly environment Fix the
environment, not the individual Fix the environment, not the
individual
Slide 8
UDL is a framework that is inspired and informed by students in
the margins of traditional education, those diverse learners whose
needs, talents, and interests dont fit a cookie-cutter mold. UDL
puts the tag disabled where it belongson the curriculum, not the
learner. The curriculum is disabled when it does not meet the needs
of diverse learners. * David Rose Co-founder & CEO of CAST
Universal Design for Learning (UDL) *Council for Exceptional
Children
http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=10573&TEMPLATE=/CM/ContentDisplay.cfm&CAT=none
http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=10573&TEMPLATE=/CM/ContentDisplay.cfm&CAT=none
Slide 9
Defining UDL Universal Design for Learning (UDL) is a set of
principles and techniques for creating inclusive classroom
instruction and accessible course materials. teaching
technology
Help teachers to: Modify curriculum to benefit all learners
(e.g., hand-writing curricula) Modify curriculum to benefit all
learners (e.g., hand-writing curricula) Conduct group learning
activities Conduct group learning activities Incorporate hands-on
learning activities Incorporate hands-on learning activities
Distribute class notes or projects ahead of time Distribute class
notes or projects ahead of time Use multi-media and digital formats
Use multi-media and digital formats electronic study tools, concept
mapping, text to speech; multi-modal output electronic study tools,
concept mapping, text to speech; multi-modal output Text +
Graphics, Audio, Video Text + Graphics, Audio, Video Usable
electronic formats (e.g., Word, PDF, HTML) Usable electronic
formats (e.g., Word, PDF, HTML) Digital books Digital books UDL
Principle 1 Represent information and concepts in multiple ways
(and in a variety of formats)
Slide 12
Collaborate with teachers to implement: The Three Ps: Projects,
Performances, Presentations The Three Ps: Projects, Performances,
Presentations Mini-writing assignment Mini-writing assignment
Portfolios/Journals/Essays Portfolios/Journals/Essays Making a wide
variety of writing utensils available Making a wide variety of
writing utensils available Allowing students to use computers for
written assignments Allowing students to use computers for written
assignments Using multi-media tools to express what they know
(text/graphics/audio/video) Using multi-media tools to express what
they know (text/graphics/audio/video) UDL Principle 2 Students are
given multiple ways to express their comprehension and mastery of a
topic.
Slide 13
Influence school personnel to: Challenge students with
meaningful, real-world assignments (e.g., service learning,
project-based learning) Challenge students with meaningful,
real-world assignments (e.g., service learning, project-based
learning) Give prompt and instructive feedback Give prompt and
instructive feedback Utilize technology Utilize technology Literacy
software tools Literacy software tools Use of courseware Use of
courseware Use classroom response systems (e.g., i>clickers) Use
classroom response systems (e.g., i>clickers) UDL Principle 3
Students engage with new ideas and information in multiple
ways
Slide 14
OTs can encourage use of technology in the general classroom:
OTs can encourage use of technology in the general classroom:
Interactive ways to provide content - Interactive ways to provide
content - Multi-modal delivery of content Multi-modal delivery of
content Scaffolding Scaffolding Differentiated instruction
Differentiated instruction Ability to capitalize on individual
learning styles Ability to capitalize on individual learning styles
Meets the intent of the legislation Meets the intent of the
legislation What does technology provide the Teacher?
Slide 15
i Pads, Tablets & Smartphones in classrooms i Pads, Tablets
& Smartphones in classrooms instant access to supplemental
resources such as Google, Google Earth instant access to
supplemental resources such as Google, Google Earth Useful apps for
supplemental support e.g. handwriting, organization, memory Useful
apps for supplemental support e.g. handwriting, organization,
memory Example:
http://www.youtube.com/user/nlgilardino#p/u/72/8QFY24Rh-ks Example:
http://www.youtube.com/user/nlgilardino#p/u/72/8QFY24Rh-kshttp://www.youtube.com/user/nlgilardino#p/u/72/8QFY24Rh-ks
Site licenses for assistive technology Site licenses for assistive
technology Spell and grammar checkers Spell and grammar checkers
Concept mapping software Kidspiration & Inspiration Concept
mapping software Kidspiration & Inspiration Word prediction
& word completion Word prediction & word completion
Translation software Translation software Literacy software
Kurzweil 3000, Wynn, Read & Write Gold, Co:writer/
Write:Outloud, & Read Outloud. Literacy software Kurzweil 3000,
Wynn, Read & Write Gold, Co:writer/ Write:Outloud, & Read
Outloud. Use of digital formats - books and other course materials
Use of digital formats - books and other course materials NIMAS
National Instructional Materials Accessibility Standards NIMAS
National Instructional Materials Accessibility Standards Technology
that can support representation, expression & engagement
Slide 16
Goal is to create offer alternative ways to access, use and
engage with learning content* Goal is to create offer alternative
ways to access, use and engage with learning content* Print-based
environment makes this difficult; digital media & computer
technologies make for a malleable curriculum.* Print-based
environment makes this difficult; digital media & computer
technologies make for a malleable curriculum.* Cast Learning Tools
http://www.cast.org/learningtools/index.html Cast Learning Tools
http://www.cast.org/learningtools/index.html Cast Learning Tools
http://www.cast.org/learningtools/index.html Cast Learning Tools
http://www.cast.org/learningtools/index.html UDL Book Builder UDL
Book Builder Science Writer Science Writer UDL Editions UDL
Editions Lesson Builder Lesson Builder UDL Guidelines Summary UDL
Guidelines Summary UDL Guidelines UDL Guidelines Examples of
technology and UDL from CAST *The universally designed classroom:
accessible curriculum and digital technologies. (2005). Cambridge,
MA.: Harvard Education Press.
Slide 17
UDL within the RtI model *Occupational Therapy Services for
Children and Youth Under IDEA (2007). Leslie Jackson Ed. AOTA. p.
114 Tier 3: Intensive Intervention 1 5% Tier 2: Targeted
Intervention and progress monitoring 1015% Tier 1: Core
Instruction; Universal Supports; Universal Screening and
Instruction 8090% UDL
Slide 18
OTs can: promote curricula that support all learning styles
promote curricula that support all learning styles Suggest
materials for classroom use Suggest materials for classroom use
(e.g., raised line paper, tabletop easels, pre-writing activities)
(e.g., raised line paper, tabletop easels, pre-writing activities)
Recommend furniture and lighting that enhance performance and
prevent injury Recommend furniture and lighting that enhance
performance and prevent injury Implement school-wide efforts to
enhance students social and emotional responses to activities at
lunch, recess and transitions Implement school-wide efforts to
enhance students social and emotional responses to activities at
lunch, recess and transitions Suggest access to tech tools for the
entire classroom Suggest access to tech tools for the entire
classroom Site licenses for Read & Write Gold, Kurzweil 3000,
Write:Outloud, Co:Writer, Read:Outloud Site licenses for Read &
Write Gold, Kurzweil 3000, Write:Outloud, Co:Writer, Read:Outloud
Students use the tools they desire (e.g., text to speech) Students
use the tools they desire (e.g., text to speech) Digital book
players (e.g., ClassMate Reader) Digital book players (e.g.,
ClassMate Reader) Other tools: Intel Reader, Scanning and Reading
pens Other tools: Intel Reader, Scanning and Reading pens UDL is a
natural fit with Tier I of RtI
Slide 19
UDL is an opportunity for OTs to help schools meet the diverse
needs of ALL students UDL is an opportunity for OTs to help schools
meet the diverse needs of ALL students You have the legislative
mandates and rationale to move services to the teacher/classroom
level You have the legislative mandates and rationale to move
services to the teacher/classroom level Questions: Questions: What
challenges do we face? What challenges do we face? How can we
overcome them? How can we overcome them? What can we do right now?
What can we do right now? Closing