A Guiding Framework for Career Assessment: Universal Design for Learning15th National Forum on Issues in Vocational Evaluation and Career Assessment, San Bernadino, CADr. Fran Smith, Dr. Pam Leconte, and Ed Vitelli

1Key Points to ConsiderLearner variability is systematic and changes based on the context (Fischer & Biddell, 2006; National Center on UDL, 2011; Rose & Fischer, 2009)Technology can make learning a more immersive, engaging, and relevant experience (Dahlstrom, deBoor, Grunwald, & Vockley, 2011) Transition age youth are part of the net-generation and rely on a digital medium for their communication and connectivity (Burbary, 2011; Neilsen, 2012; Pew Research Center, 2012). Customizability and universal design for learning (UDL) were identified as one of five key themes that define state-of-the-art assistive technology (Gray, Silver-Pacuilla, Overton, & Brann, 2010, January)

2Consider the following.http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore

The growth of UDL...

The growth and promotion of UDL3 Networks = 3 UDL Principles Principles

The 3 UDL Principles address the 3 brain networks used for learning:Recognition Networks the what of learning = Multiple Means of RepresentationStrategic Networks the how of learning = Multiple Means of Action & ExpressionAffective Networks the why of learning = Multiple Means of Engagement6Emergence of UDLVocational Evaluation and Career AssessmentSystematic appraisal process to identify an individual's vocational potential

Measure, observe, and document an individual's interests, values, temperaments, work-related behaviors, aptitudes, skills, physical capacities, learning style and training needs

Assessments should be consumer centered (humanistic and holistic), and designed for maximum accessibility and validity

UDL and Vocational Evaluation and Career AssessmentConsumers vary in many ways: age, gender, race, ethnicity, physical ability, neurological functioning, etc.UDL emphasizes evaluation and assessment techniques that focus on needs and preferences of the individual flexible, accessible, and appropriatePermits evaluators and consumers to explore various methods and techniques of representation, expression, and engagement to determine which are most effectivePromotes self-knowledgeReduces barriers to education, training, and employmentCapitalizes upon flexibility inherent in digital platformsTransition age youth are part of the net-generation and both learn and access information in new and different ways.

Image: http://www.lsa.umich.edu/psych/diversity/images/diversity.jpg9Transition Age VR Consumers47 states and DC = higher percentage of transition age (14-24) VR consumers in 2010 than in 2004Nationally, transition-age VR consumers are becoming a larger piece of the overall VR population:Source: RSA MIS Annual Review Report Ad Hoc Queries http://rsa.ed.gov/ahq.cfm?form_id=107Add note about deaf-blind stats?10Transition Age VR ConsumersStates in which 35%+ of all VR consumers are in the transition-age demographicState Name Transition age % of agencyTennessee44.45%Alabama43.32%Georgia38.72%Delaware38.5%Oklahoma38.09%West Virginia36.28%State Name Transition age % of agencyState Name Transition age % of agencyAlabama49.87%Arkansas38.25%Delaware47.06%Maine38.10%Georgia46.41%Hawaii37.78%Tennessee46.09%Arizona37.75%Iowa44.26%Minnesota37.74%New York43.47%Oklahoma36.53%Illinois42.75%North Dakota36.34%West Virginia42.72%Pennsylvania35.95%Virginia41.78%Nebraska35.02%Rhode Island38.42%In 2004In 2010Source: RSA MIS Annual Review Report Ad Hoc Queries http://rsa.ed.gov/ahq.cfm?form_id=107Add note about deaf-blind stats?11Digital Media ConsumptionMedium199920042009TV content3:473:514:29Music/audio1:481:442:31Computer:271:021:29Video games:26:491:13Print:43:43:38Movies:18:25:25Total media exposure7:298:3310:45Multitasking proportion16%26%29%Total media use6:196:217:38Platform20042009iPod/MP3 player18%76%Cell phone39%66%Laptop12%29%Among all 8- to 18-year-olds, average amount of time spent with each medium in a typical day:Among all 8- to 18-year-olds, percent who own each platform:Source: Kaiser Family Foundation (2010). Generation M2: Media in the Lives of 8- to 18-Year-Olds

Total media exposure is the sum of time spent with all media.Multitasking proportion is the proportion of media time that is spentusing more than one medium concurrently. Total media use is theactual number of hours out of the day that are spent using media, takingmultitasking into account.

Print is going downiPod sales skyrocketed 4Q 2004/1Q 200512Digital Media ConsumptionMembers of the 18-24 age group and

Texting:Mean = 109.5 message a day (3,200 per month)More than double 25-34 age group (average of 41 messages a day)

Smart phones:No longer a luxury: 62% own smartphonesHigher percentage than all other adult age groups aside from 25-34 year olds

Social media:35% of all U.S. Facebook users are 18-25 years old (highest percentage of any age group)98% use any type of social media each month (again, the highest percentage)Sources: Burbary, K. (2011). Facebook Demographics Revisited 2011 StatisticsExperian Marketing Serivces. (2011) The 2011 Social Media Consumer Trend and Benchmark Report.Neilsen. (2012). Survey: New U.S. Smartphone Growth by Age and Income.Pew Research Center (2011). Pew Internet and American Life Project, Americans and Text Messaging

For this analysis, social media is defined as visiting social or professional networking sites, visiting photo or video sharing sites, visiting online forums or message boards or using social tagging or bookmarking at least once in the last 30 days.

13Digital Media ConsumptionPercent of online adults using social media monthly:

Age Group20082009201035-4481%89%95%45-5469%79%90%55-6459%66%82%65+49%58%73%Age Group Feb 2011 Feb 201235-4444%54%45-5428%44%55-6422%31%65+11%13%Facebook: higher percentage of Facebook users fall into the 35-44 (16%) and 45-54 (12%) groups than the 13-17 (10%) demographic.Children and young adults are not aloneSmartphone adoption:Sources: Burbary, K. (2011). Facebook Demographics Revisited 2011 StatisticsExperian Marketing Serivces. (2011) The 2011 Social Media Consumer Trend and Benchmark Report.Pew Research Center (2012). Pew Internet and American Life Project, 46% of American adults are smartphone owners 30+ Online Stats30-49: 81% online50-64: 70% onlineLower for over 65about 40%2009, Pew Research: http://www.pewinternet.org/~/media//Files/Reports/2010/PIP_December09_update.pdf14Digital Media: Protean Tools

Discuss how digital media can be molded to fit the needs and interests of consumers.15UDL: Neurological UnderpinningsRecognition NetworksThe "what" of learningStrategic NetworksThe "how" of learningAffective NetworksThe "why" of learning

When we deal with brain science, we are dealing with the organ that makes us unique individuals, that gives us our personality, memories, emotions, dreams, creative abilities, and at times our sinister selves.

Neurodiversity = Functional diversitySources: Rose & Meyer, 2002. Teaching Every Student in the Digital Age. Fischbach, R. L. in Ackerman, Sandra J, ed. Hard Science, Hard Choices. (2006).

Brain developnature, nurture/experience, etcDiscuss neurodiversity

Ruth L. Fischbach is Professor of Bioethics and Director and Co-founder of the Center for Bioethics. She is a faculty member both in the Department of Psychiatry at the Columbia University College of Physicians and Surgeons and the Department of Sociomedical Sciences at the Columbia University Mailman School of Public Health.16Recognition Networks

Occipital, parietal, and temporal lobes Gathering and processing information Pattern recognitionBasis of further cognitive processes (i.e. evaluating or analyzing data)Related condition: dyslexiaword recognition is rooted primarily in the left fusiform gyrus (occipito-temporal area)Under-activation in individuals with dyslexiaUnique visual-spatial skills; elevated creativitySources: Rose & Meyer, 2002; Shaywitz, 2005; Wolff & Lundberg; 2002; von Krolyl, Winner, Gray, & Sherman, 2003.

Strategic NetworksFrontal lobe prefrontal cortexExecutive functions: goal planning, focusing, organization, self-monitoringDuring the early transition years: under constructionDo not reach levels of mature functioning until early to mid twenties, possibly even laterRelated condition: Attention Deficit Hyperactivity Disorder (ADHD) Reduced frontal lobe volume and activity in individuals with ADHDExecutive functioning abilities, causing difficulties related to inattention, impulsivity, and hyperactivity Creativity, idea generating, and problem solvingSources: Krain & Castellanos, 2006; Rose & Meyer, 2002; Rubia, Smith, Brammer, Toone, & Taylor, 2005; Valera, Faraone, Murray, & Seidman, 2007; White & Shah, 2006; White & Shah, 2011.Affective Networks

Limbic system below the cerebral cortexAmygdala, thalamus, hypothalamus, and hippocampus Decide how to devote resources; which patterns matter, what actions and strategies to pursueRelated condition: Emotion regulationLarger amygdala volume more personal relationshipsImpaired amygdala functioning difficulty with social interactions, recognizing fear Sources: Adophs, Gosselin, Buchanan, Tranel, Scyns, & Damasio, 2005; Bickart, Wright, Dautoff, Dickerson, & Barrett, 2011; Kennedy, Glscher, Tyszka, Adolphs, 2009; Meyer & Rose, 1998.

The UDL principles in action

NEA IDEA Special Education Resource Cadre20Examples of how this can be done:

Large-print books and other materials Books-on-tape NIMAS standard: textbook companies will be providing digital versions of textbooks so that educators can more easily provide modifications / accommodations such as converting text to Braille and text-to-speech.

http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdfThese UDL guidelines guide UDL implementation and are available on the National Center on UDL website. 21Multiple Means of RepresentationExamplesRead aloudHighlight phrasesListen to audiotapeText-to-speechBuilt-in talking glossaryBuilt-in language translation

NEA IDEA Special Education Resource Cadre22Many of these are viewed as accommodations and are in typical use in many classrooms today

The difference between current use and UDL is the expanded use from those who are identified as needing such accommodations and for which the use is documented, to providing such access to any and all students in need of different ways to access information --- one student may need different ways to access different content areas

Audiotape - (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)Teacher reads aloudDigitized Text: Allows Dynamic Manipulation of the Medium On DemandText-to-speech: Language of the text reads aloud to the student, word-for-word, phrase-by-phrase, or larger chunks of text. (Benefit: For students with decoding problems who need to access their social studies textbook content, this overcomes a barrier that keeps them from reaching a curricular objective). (designer: add a URL that allows presenter to see this in action). Good example Read please program which is free to download www.readplease.comHighlighted text: As speech to text is working, specific words, phrases, and/or chunks of text are highlighted. (Benefit: students learn to track text while reading---provides a fluency building scaffold)Built-in talking glossary: key words that would prevent comprehension of the text, are defined at point of use (Benefit: ELL students, students with limited background knowledge, anyone unfamiliar with the specialized vocabulary)Font-size, style, and background color on demand: Certain fonts work better for certain learners, esp. students with low vision/dyslexic students need clear foreground-background color distinctions, for e.g.. Yellow text on a black background)Audio and visual reinforcement: animated graphics that help illustrate a concept (i.e.. a talking timeline is very beneficial for blind students)Built-in literacy coaches: At an opportune point in the text, a coach provides support for using comprehension strategies such as: monitor, predict, summarize, and question generating. (Benefit: for struggling readers, the support is right where they need it, immediately and with scaffolding built-in).Textbook represented in different reading levels: Student or teacher can choose to represent the same content in the most appropriate reading level. (benefits; reading level is no longer a barrier to learning the core content; facilitates engagement and appropriate level of challenge, b/c the learning is now taking place in the students zone of proximal development) Built-in language translation for ELL students: Entire text, section, or specific words, at student discretion, can be accessed in students primary language. (benefits: accessing the content in a students first language provides a bridge for comprehending the core content; student learning in both languages can be reinforced through the interaction between them) Mentor reader reads to novice readerTeacher highlights phrases while reading from a transparencyText available on audiotape (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)

One book, many optionsText to speech supportsEmbedded glossaryLinks to support/activate background knowledgeNEA IDEA Special Education Resource Cadre 23

One book: Many optionsDigital/print accessSectioned chaptersEmbedded structural supportsLinks to support background knowledgeLinks to media, web to activate interests

NEA IDEA Special Education Resource Cadre 24What does it look like?

Multiple Means of Action and Expression

NEA IDEA Special Education Resource Cadre 25What does it look like?

Options that allow for different physical responses

pointing mouse/joystick manipulatives range of rate, timing range of motor actions

NEA IDEA Special Education Resource Cadre 26What does it look like?

Options for composition & problem-solvingSpellcheckers, grammar checks, word prediction softwareSpeech to text, audio recordingSentence starters, sentence stripsStory webs, outlining tools, concept mapsComputer-Aided-Design (CAD)

NEA IDEA Special Education Resource Cadre 27Multiple Means of EngagementKeep ongoing personal journalUse archived resourcesFlexibility in use of tools to access informationChoice in means of expressionFlexible grouping strategies

NEA IDEA Special Education Resource Cadre28Like the options regarding representation of information and means of expression, many of these strategies are typical in classrooms today .

All students are accountable for the content of the textbook - Experiencing success through built-in supports at each students level increases engagement and motivationStudent keeps an ongoing personal diary (written, verbal, tape-recorded, drawn)Student interviews an expert in related fieldStudent uses archived resources to compare to content in the textbook (websites, museums, libraries)

Flexibility in the use of tools for multiple representationChoice of support tools empowers student to take ownership of their learningElement of choice supports engagement and motivationHow do you want to work - small group, individually, or large group?How do you want to outline the story - text, diagram, or pictures? What do you want to work towards - free time, computer time, or homework pass?Flexible grouping strategies On skill levelOn interest/passionFor collaboration varied skill or talent levels

Options that enhance value: personal journal Options that enhance salience of goals: use archived resourcesOptions that foster communication: school-wide PBIS ProgramOptions that guide expectations: self-regulatory goalsOptions that develop reflection: collecting and displaying data

What does it look like?Flexible Assessment Approaches

Digital tools that motivate and engage the learner

Choices - Options

There are a multitude of digital tools and non-tech tools available to todays classrooms.30The National Position on UDL in Career Assessment & Vocational EvaluationVECAP advocated UDL as a practice in 2006 http://www.vecap.org/ with National Position Paper on UDL and Career Assessment (2012 version in press) http://www.vecap.org/images/uploads/docs/vecap_udl_position_paper.pdf

VECAP completed an updated position in 2012http://udlvecap.pbworks.com