Universal Design for Learning

1. Universal Design for Learning By: Tnoila McCoy

2. The definition of Universal Design for Learning • The term Universal Design for Learning means a scientifically valid framework for guiding educational practice that: • 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 • 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.

3. What Is Universal Design For Learning? • Universal Design for learningis a set of principles for curriculum development that give all individuals equal opportunities to learn. • Universal design for learning provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

4. Why Is Universal Design for Learning? • Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. • When Talking about Universal Design for Learning three primary brain networks come into play:

5. When Talking about Universal Design for Learning three primary brain networks come into play: • Recognition Network also known as (The What of Learning) • Strategic Networks also know as (The how of learning) • Affective Networks also known as (The why of learning)

6. Recognition Network also known as (The What of Learning) • How we Identify letters, words, or an author’s style are all known as recognition task. • Categorization of what we see, hear, and read or how we gather facts are also know as a recognition task

7. Strategic Networks also know as (The how of learning) • Strategic Networks involve planning and performing different task, also how we organize and express our ideas • Writing an essay or solving a academic problem or situation are also know as strategic task

8. Affective Networks also known as (The why of learning) • Affective networks also know as the why of learning is how learners get engaged and stay motivated. • Also how they are challenged excited, interested or stay focus

9. The three Principals of Universal Design for Learning • Provide Multiple Means of Representation (the “what” of learning) • Provide Multiple Means of Action and Expression (the “how” of learning) • Provide Multiple Means of Engagement (the “why” of learning)

10. Provide Multiple Means of Representation (the “what” of learning) • Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. • Some individuals Grasp content quicker than others so different approaches are essential to gaining success. Others may grasped the information quicker through visual or auditory better than text. • The instructor should provide different approaches for individuals with disabilities

11. Provide Multiple Means of Action and Expression (the “how” of learning) • Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. • Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another are in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.

12. The concept of The Universal Design of Learning • The concept of learning Is that one approach does not work for all People, for example People that are culturally different, have a disability, and Motivation does not meet the Illusive Criteria of Being Average. • Universal Design for Learning Addresses different learner variability to best help the individual, They have different Methods, Materials and assessments that empowers educators to meet these varied needs

13. Universal Design for Learning • All of students have different needs, abilities, and preferences. Neither their strengths nor their barriers to learning are always obvious. They tend to be the students "in the margins"—those who need different kinds of supports and scaffolds to learn Sensory or physical disabilities. • Emotional or behavioral challenges. • Learning disabilities or reading difficulties. • Autism spectrum disorders. • Attention deficit hyperactivity disorder. • Lack of appropriate background knowledge. • English-language barriers. 

14. Reference • http://www.udlcenter.org/research • http://www.udlcenter.org/advocacy • http://en.wikipedia.org/wiki/Universal_Design_for_Learning • (book) Universal Design for Learning in Classrooms