Universal Design for Learning

Sharing Ideas and Building Resources

By: Katie Whitemarsh 2012 EDUC6714

What is Universal Design for Learning?

The Univers al Design for Learning Definitio n

UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, onesize-fits-all solution, but rather flexible approaches that can be customized and adjusted for individual needs. (CAST, 2012)

Inspiration for UDL

Inspiratio n and Example s of UDL

Stemmed from the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.
(Mace, R., 2012)

Example: An automated door can by used by everyone, including people carrying things or in wheelchairs or ramps near entrances of buildings.
(Basham, J. 2007; University of Cincinnati)

3 Principles of UDL
First Principl e of UDL
Recognition Networks The "what" of learning How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
(CAST, 2012)

Process patterns Uses the sensory organs; five senses

(Laureate, 2010)

Instructional Methods for Recognition

Examples:

Guideline 1: Provide options for perception Present information in different formats that the users can adjust to fit their needs. Present information that hits the different senses so that each learner can grasp the information. Provide visual diagrams, charts, notations of music or sound

Guideline 2: Provide options for language, mathematical expressions, and symbols Students need to be taught that symbols have different meanings. Provide graphic symbols with alternative text descriptions Guideline 3: Provide options for comprehension Students need to learn how to take new information and transform it into useable knowledge Use advanced organizers (e.g., KWL methods, concept maps)
(CAST, 2012)

3 Principles of UDL
Second Principl e of UDL
Strategic Networks The "how" of learning Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
(CAST, 2012)

Allows you to move Allows you to do skills Processes actions and plans
(Laureate, 2010)

Instructional Methods for Strategic

Examples

Guideline 4: Provide options for physical action Learners to need to be able to interact with the materials needed to learn new information regardless of disabilities Provide alternatives for physically interacting with materials by hand, voice, single switch, joystick, keyboard, or adapted keyboard Guideline 5: Provide options for expression and communication Students need to have the opportunity to express their learning in a variety of methods Compose in multiple media such as text, speech, drawing, illustration, design, film, music, dance/movement, visual art, sculpture or video Guideline 6: Provide options for executive functions Students need to have a balance of higher level skills and lower level skills Provide guides and checklists for scaffolding goal-setting Post goals, objectives, and schedules in an obvious place
(CAST, 2012)

3 Principles of UDL
Third Principl e of UDL
Affective Networks The "why" of learning How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
(CAST, 2012)

Processes emotions; feelings like fearful or excited Evaluates patterns

(Laureate, 2010)

Instructional Methods for Affective

Examples

Guideline 7: Provide options for recruiting interest Teachers need to use multiple ways to engage all students in learning Design activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants Guideline 8: Provide options for sustaining effort and persistence Teaches need to use various tools to help students learn how to motivate and pace themselves while learning Provide prompts that guide learners in when and how to ask peers and/or teachers for help Guideline 9: Provide options for self-regulation Teachers need to use tools and models to show students how to appropriately set goals and be intrinsically motivated Provide coaches, mentors, or agents that model the process of setting personally appropriate goals that take into account both strengths and weaknesses
(CAST, 2012)

Video on the 3 Brain Networks

For more information please follow the link to the video

Dr.

David Rose on Brain Research

http://lessonbuilder.cast.org/window.ph p?src=videos

(Rose, 2012)

Role of Technology in UDL

Assistive
Technolog y

Assistive Technology, Defined as Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with disabilities.
(Basham, J. 2007; University of Cincinnati)

UDL can be accomplished without modern technology, but it does make it easier.

Role of Technology in UDL

Examples of Assistive Technolog y

Accessible Web pages Electronic versions of textbooks and other curricular materials Captioned and/or narrated videos Word processors with word prediction Speaking spell checkers Talking dialog boxes Voice recognition Picture menus
(Universal Design for Learning and Assistive Technology, 2011)

Role of Technology in UDL

Helpful Links and Information

http://udltechtoolkit.wikispaces.com/

http://teachingeverystudent.blogspot.com/2007/06/freetechnology-toolkit-for-udl-in-all.html

Potential Impact of UDL on Our School

UDL in Our School Will Provide Ways for All Our Students to Learn and Make Progress

Provide for multiple means representation and presentation; for example documents in digital format and models.

Assistive Technology Use of technology in regular education classrooms Interactive Whiteboard, Computers, Clickers

Provide multiple means for students to demonstrate what they know on a particular topic.

Create presentation using technology Artistic creations to demonstrate learning Portfolios to show learning

Encourage more self-reflection; through journaling or self-talks.

Interactive Journals Reflection sheets for lessons

(Basham, J. 2007; University of Cincinnati)

Potential Impact of UDL on Our School

UDL in Our School Will Provide Ways for All Our Students to Learn and Make Progress

Students will receive more feedback, more often.

Progress Reports Teacher-Student Conferences Parent-Teacher Conferences

Will offer multiple ways for students to interact and learn; for example in groups or independent learning.

Small group seating in class Teacher led small groups Family nights for science, math and literacy

Encourage connections between the school and home.

Family nights for science, math and literacy Parent Teacher Association/Organization (Basham, J. 2007; University of

Cincinnati)

Video on UDL and Diverse Learners

Please see video for more information on UDL meeting the needs of diverse learners

The Brain Research Online Video

http://lessonbuilder.cast.org/window.php?src =videos

Brain Research and Learning Differences

Facts About Brain Research and Learning

The three brain networks (Recognition, Strategic and Affective) work together for us to learn and use information, but individual brains vary greatly. Metaphor: Think of the brain as a kitchen full of food processors. Imagine that all the processors are the same basic make and model, but each comes with a specialized attachment for blending dough, shredding cabbage, or performing another specialized task. Although each processor performs the same general function, their output is as different as piecrust is from coleslaw. Brain networks come in all shapes and sizes, but they are the same basic setup from person to person. Understanding our students as learners makes it so us teachers can adapt our lessons, assessments, methods and strategies help our students reach their full potential.
(Rose, Meyer, Strangman & Rappolt, 2002).

How does UDL support cultural, linguistic, ethnic and academic diversity?
Meeting the Needs of Diverse Learners

With the three basic components of the brain and the understanding of how they work teachers need to vary their teaching methods and lessons to meet the needs of all their learners. With the differentiated instruction that teachers use with UDL it will help meet the needs of each of their individual students; regardless of what their needs may be.

Central Role of Technology in UDL

Technology Tools to Use with UDL

UDL does not necessarily need technology to work, but it does make it easier. For students that have disabilities or impairments advances in technology have been helpful to make learning easier and more meaningful for them. Examples

electric wheelchair eyeglasses a cochlear implant large keyboard

voice to text recognition

(UDL and Technology, 2012).

CAST Online Tools

Resources for Parents, Teachers and Students

CAST Book Builder This resource allows the user to create, publish and share electronic books to help meet the diverse needs of the student. The students at my school vary not only in their linguistic abilities, but also in their learning capabilities and having the program to create books that meet their individual needs would help them not only with content, but also with fluency and comprehension. CAST Curriculum Self-Check This resource helps teachers use their own curriculum and find ways to fit in UDL options into their instructional methods so that they are meeting the needs of all their students. A professional development opportunity could be done using this tool so that all teachers in the school were on the same page as far as incorporating UDL strategies into their classrooms. They will discover their strengths and weakness in their teaching methods. CAST Lesson Builder This resource allows teachers to design lessons based on the principles of UDL and they can first study examples of UDL lesson plans. This would be helpful for teacher to first see how a UDL lesson differs from their current lesson plans and then they can design their own lessons, even as a grade level team possibly.
(CAST, 2012)

References
Websites and Documents

Basham, D. D. (2007). In A Working Understanding of Universal Design for Learning (UDL) and Assistive Technology: Similarities and Differences. Retrieved March 20, 2012, from www.hcesc.org/resources/./BashamUDLAT_CET.ppt Laureate Education, Inc. (Executive Producer). (2010). Brain Research and UDL. Baltimore, MD: Dr.David Rose. Mace, R. (2012). In Ronald L. Mace Universal Design Institute . Retrieved March 19, 2012, from http://udinstitute.org/
Rose, D. (Actor). (2012). The Brain Research [Online video]. Retrieved March 21, 2012, from http://lessonbuilder.cast.org/window.php?src=videos

Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002). What Brain Research Tells Us About Learner Differences. In ASCD Learn Teach Lead. Retrieved March 23, 2012, from http://www.ascd.org/publications/books/101042/chapters/What-BrainResearch-Tells-Us-About-Learner-Differences.aspx Universal Design for Learning and Assistive Technology (2011, April 25). In The National Early Childhood Technical Assistance Center. Retrieved March 21, 2012, from http://www.nectac.org/topics/atech/udl.asp UDL and Technology (2012). In National Center on Universal Design for Learning. Retrieved March 22, 2012, from http://www.udlcenter.org/aboutudl/udltechnology What is Universal Design for Learning? (2012). In CAST Universal Design for Learning. Retrieved March 20, 2012, from http://cast.org/udl/index.html