Universal Design for Learning:

Jamie WashingtonWalden University

EDUC 7109Dr. Timothy GreenOctober 16, 2011

A framework for access and equity

Universal Design: What is it?

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“Consider the needs of the broadest possible range of users from the beginning.” – Ron Mace, architect.

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“We can whenever and wherever we choose, successfully teach all children... we already know more than we need to know in order to do that.”Ron Edmonds, educator

Principles of Universal Design

Not a one size fits all approach Design includes accommodations in

the beginning, not added on after design is complete

Increase access opportunities for all

Understanding UDL

UDL and the 3 Neural Networks

The “what” of learning; receiving and analyzing information

Content should be presented in different ways

The “how” of learning; planning and execution of actions

Allow learners multiple ways to express or demonstrate what they know

The “why” of learning; evaluating and setting learning priorities

Stimulate interest and foster learner motivation

Recognition Network

The functions of the recognition networks occur in the back of the brain enabling learners to identify and interpret patterns of light, sound, taste, smell, and touch. This network allows learners to be able to recognize faces, voices, letters, words, songs, etc.

To reach children effectively in the recognition network you must use multiple ways of presenting information such as:

Audio/Speech Video Graphics Text

The more ways in which information is presented, the more opportunities you have to reach all learners.Click the link to explore more ideas: http://differentiationcentral.com/resources.html

Strategic Networks

The functions of the strategic networks are located primarily in the frontal lobes, enabling learners to plan, execute and monitor progress in virtually everything that is being done. These networks are so efficient that these processes take place without the learner being aware of the planning, organization, and monitoring of actions that are taking place.

To reach children effectively in the strategic network you must allow students choice and flexibility to demonstrate what they have learned. Ways to do this include:

Writing Podcasts Wikis Blogs IllustrationsActing Creating a model

Click the link to explore more ideas: http://differentiationcentral.com/resources.html

Affective Networks

The functions of the affective network occur in the core of the brain, allowing learners to become engaged and interested in learning. It also allows learners to evaluate patterns in content and assign emotional significance to them.

To reach children effectively in the affective network you must provide multiple, flexible methods of engagement based on their learning styles, interests, and motivation levels. Some ways to do this include:

Offering choices of content and tools based on students’ interests.

Providing varying levels of challenge so all students are working at their appropriately challenging skill level.

Offer various rewards for meeting learning goals based on students interest

Offer choice in the structure of assignments (independent or collaborative.

Technology and UDL

Technology and digital media have a central role in UDL.

Technology and UDL

Traditional instruction has relied on speech and print text, creating a barrier for many students. Technology allows for teachers to create individualized, flexible instruction for all learners

Who benefits from UDL

All Learners!“From pre-kindergarten to graduate school, classrooms usually include learners with diverse abilities and backgrounds, including students with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, varied preferences and motivations for learning, students who are unusually gifted, and many others… A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary” (http://www.cast.org/udl/faq/index.html).

Who benefits from UDL

EBD ADD ADHD Gifted English Language Learners SLD Culturally diverse learnersUniversal Design for Learning is a benefit

to all learners

Why UDL?

“UDL 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” (CAST.org).

Principle One: Multiple Means of Representation

Powerpoint Podcasts iPads eBooks Oral lectures Interactive White Boards Interactive tables

Kindergarten students using a

Smart interactive table.Westbury Schools. (March17, 2011)http://www.westburyschools.org/page.aspx?name=news&newsid=54

Principle Two:Multiple Means of Action and Expression

Wikis Blogs www.glogster.com iMovies Microsoft Photo story

Sample glogsterMinnesota State University. (2006) Glogster Tutorial. http://appserv.mnstate.edu/instrtech/its/main.php?id=1&menu=1&show=web20&page=tut4

Principle Three:Multiple Means of Engagement

Online Collaboration Skype Google Docs Webquests Virtual Field trips

Students skyping with native American students in a neighboring city. Stratford Community School District. www.stratford.k12.ia.us/mainpage.htm

Technology and Student Learning

Digital media offers many benefits

Versatility: Material can be presented in multiple formats, i.e. pictures, audio, text, video or a combination of some or all. Students can then access information in their preferred medium.

Transformation: Students can access the same content in a variety of ways, with larger text size, higher volume, adjusting the contrast on video, and content can be translated into a students primary language.

Networkability: Teachers can link content to other digital media and give students access to other digital tools such as thesauruses, dictionaries, videos, or glogsters.

CASTCAST (The Center for Applied Special Technology), founded

in 1984, is a nonprofit organization devoted to research and development to expand educational opportunities for all, especially those with disabilities, through Universal Design for Learning. Through their website, CAST offers a number of resources and tools to help teachers learn more about and implement UDL. (CAST.org)

CAST has earned international recognition for its innovative contributions to educational products, classroom practices, and policies. Its staff includes specialists in education research and policy, neuropsychology, clinical/school psychology, technology, engineering, curriculum development, K-12 professional development, and more. (CAST.org)

CAST Tools

CAST UDL lesson plan archives (http://lessonbuilder.cast.org/explore.php)

CAST Tools

CAST Ideas and Information (http://www.cast.org/teachingeverystudent/ideas/)

CAST Tools

AST Classroom profile (http://www.cast.org/teachingeverystudent/tools/classprofile.cfm)

UDL links View tools, resources and sample lessons for implementing UDL in the

language arts classroom: https://sites.google.com/site/udllanguagearts/useful-links

Use the Class Profile Maker to better understand and reach your students: http://www.cast.org/teachingeverystudent/tools/classprofile.cfm

A website for science teachers on how to enhance access to the general curriculum for students with disabilities: http://www.k8accesscenter.org/index.php

View sample UDL lesson plans in all subject areas: http://macombschools.org/UDL-E3T/index.cfm

Visit the CAST website for UDL information, resources and tools: http://cast.org/

For more information on brain research and UDL , read Teaching Every Student in the Digital Age: Universal Design for Learning: http://www.cast.org/teachingeverystudent/ideas/tes/

References

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/