Universal Design for Learning

1. Universal Design for Learning (UDL)

2. WhatisUDL ? UDL is an approach to designing curriculum, instruction, materials and content to benefit students of all learning styles without adaptation or retrofitting. UDL provides for equal access to learning – not just to information. UDLremoves the barriers to access - not the challenges…

3. Origin of UDL – UDL really got its start with the advent of the civil rights and special education legislation that emphasized the right of all students to a free, appropriate public education in the least restrictive environment. It really jumped with advancements in architectural design (disabilities), development in educational technology (print) and discoveries in brain research.

5. Why UDL ? • Simply because not all students are alike! • Learning styles/skills/needs/interests differ… and • Some students speak English as a 2nd language… • We have younger / older students… • We have students with disabilities and • Teachers’ methodologies are inconsistent…

6. Why UDL ? (cont.) Neurosciences reveals that learning differences are as varied and unique as our own DNA or fingerprints. 3 Primary Brain Networks Come Into Play 1. Recognition Network (“The What”) – Gathering of facts and categorizing what we see, hear and read. 2. Strategic Network (“The How”) – Planning, performing tasks, organizing and expressing ideas. 3. Affective Network (“The Why”) – How learners get engaged and stay motivated. How they are challenged, excited or interested.

7. UDL’s Framework3 Main Principles 1. Representation 2. Expresssion 3. Engagement

8. 1st - Representation Various methods of presentation can allow students to learn in their preferred domain. Ex. – Placing content online allows students to gain the information by lecture and text. Additionally, students with visual impairment can tape record the lecture – capturing the notes in alternate format. Utilizing technology – such as putting information on a power point, podcast, webinar, etc. will all help to meet the needs of the multitude of diverse learners.

9. 2nd - Expression Expression allows students to have multiple means of demonstrating mastery. Ex. – Allowing students to demonstrate or express knowledge in a subject by doing an oral presentation vs. writing a paper or by taking a test. Using technology for students with a speech impediment (unable to present the information orally), another example would be to use technology to help students with a fine motor disability (difficulty taking a written exam).

10. 3rd - Engagement Providing flexible ways with course content, teaching strategies, technology, etc. for students to engage in the learning process. Ex. – Having a variety of on-line options that allow foreign language students to practice fluency and comprehension at a reading level that is appropriate for them.

11. A big part of UDL has to be providing Accommodations Accommodations Manual Ohio Department of Education www.edresourcesohio.org

12. If one curriculum – or one size does not fit all – How do we create a curriculum that takes the individual needs into consideration? This is where design comes into play….

13. Curriculum AccommodationsItems to Consider Quantity – items the learner will need to complete Time – the time allotted for learning Level of Support – what is needed for student to be on task Input – the way instruction is delivered Output – the way the student needs to respond Difficulty – the skill level needed/rules to go by etc. Participation – extent learner is actively engaged with task Alternate Goals – goals/outcome expectations w/same materials Substitute Curriculum – differentiate instruction & materials

14. A Few Dos and Don’ts When Selecting Accommodations • Do… • make accommodations decisions based on individual needs. • document instruction & assessment accommodations (IEP/504) • evaluate accommodations used by the child. • get input about accommodations from teachers, parents/students, and administration. • Don’t… • assume accommodations can be used for assessments. • assume that accommodations remain the same year after year. • provide an accommodation for the first time on day of the test. • confuse Accommodations with Modifications….

15. Accommodations do not change the curriculum… Accommodations reduce the barriers…

16. What Accommodations Would You Make? Visual Perception Problems? 1. Student works very slowly on printed assignments or tests 2. Skips words or reverses words when reading aloud 3. Has difficulty w/written directions from board/printed page Auditory Problems? Has difficulty following a series of oral directions Has difficulty remembering what is heard Has trouble distinguishing between sounds/words - ex. d-t-e Group Activity- Take problem assigned and come up with accommodations/interventions and who you would involve with your course of action(s). (Groups of ____ - 1 Person from Group to Share)

17. UDL ImplementationMore Examples 1. Use peer mentoring, group discussions and cooperative learning situations rather strictly lecture. 2. Use guided notes – enabling students to listen for concepts without copying notes off of the overhead. 3. Periodically update course materials. 4. Provide a comprehensive syllabus / develop study guides. 5. Differentiate instructional methods, provide illustrations, handouts, auditory and visual aids.

18. Implementation – cont. 6. Clarify feedback or instructions – ask for/pose questions. 7. Relate a new topic to one already learned- using real-life examples whenever possible. 8. Permit/encourage the use of adaptive technology. 9. Give frequent exams – shorter in length.

19. How does UDL relate to OTES ?Representation – Expression - Engagement • Instructional Planning: Focus for Learning Assessment of Data Prior Content (Knowledge/Sequence/Connection) Knowledge of Students 2. Instruction and Assessment: Lesson Delivery Differentiation Resources Classroom Environment Assessment of Student Learning • Professionalism: Professional Responsibilities

20. UDL actually incorporates and supports many current research based approaches to teaching and learning – here are just a few: • Cooperative Learning • Differentiated Instruction • Performance Based Assessment • Multisensory Teaching • Key Components - Flexibility and Variety

21. UDL in Relation to theOIP 5 Step Process ? Collect and Chart the data Analyze the data Establish shared expectations for implementing specific changes Implement changes consistentlyand Collect, chart, and analyze post data.

22. For a Moment… • Imagine walking into a classroom during a science lesson and seeing this scene: Students scattered around the room – some at laptops using screen reading software, some at IPADs, listening to them – others using IPODs – touching them to record notes and some reading the textbook and taking notes on paper. What would you think?Poor teaching? Bad classroom? or UDL classroom?

23. Know Your Learner Think Inclusively Step into their shoes- A student has a hearing impairment or a noticeable physical disability – we may be sympathetic to their needs but do we really know or understand what they are experiencing – especially on an emotional level?

24. Differentiation 5-Step Process OIP OTES HQT Core Curriculum Traditional Scheduling RttT OPES Improving Instruction PBIS Value Added Tiered Levels of Support SDI UDL RTI Blocked Scheduling Technology LRE

25. For a Staff Meeting, Board or Community Meeting • Items to consider: • How well do I know my audience? • Do I welcome diverse ideas or questions? • Do I establish parameters? • Is the room arranged appropriately? • Have I chosen the right room? • Is my material for presentation appropriate? • Am I engaging my audience? • Is your approach different from above?

26. Today’s Classrooms It is estimated that 57% of students with disabilities spend 80% of their day in the general education classroom. If we pay attention to our Design for Learning, these students will not only be successful and want to learn more - these successful students will help to provide for a more positive learning environment for everyone…

27. “If we recognize the limits of normal education, overcoming those limits will make education better for everyone…” Dr. David Rose - Center for Applied Special Technologies (CAST)

28. UDL in Music Video: From Bach to GaGa Music Lessons for Special Education Dr. David Rose –CAST( Center for Applied Technology ) Expression at 31:00 (6 min.) Disability in Music – 58:30 (3.5 min.)