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Universal Design for Learning: MSU MAET 2015JULY 14, 2015

NATHAN A. STEVENSON, PHD

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Standard practices in presentation accessibility?

Learning TargetsKnow the 3 principles of UDL

Understand the process of lesson design to make learning universally accessible

Develop classroom examples of UDL.

Everything you need to know about UDL

Making learning accessible for all learners

The Myth of Average

Lessons learned from Target

Universal Design for Learning

Is what?

A scientifically valid frameworkthat

Provides multiple means of access, assessment, and engagement and removes barriers in instruction

Does what?

to

achieve academic and behavioral success for all

For what?

Smart from the Start!

Universal Design for LearningIS incorporated in the initial

unit and lesson planning to

meet the needs of a wide

diversity of students from the

start.

IS NOT retrofitted adjustments or

modifications to units or lessons

for specific students or groups of

students.

DOES provide access to a

rigorous curriculum for all

students, including ELs, SWDs,

gifted students and the kids

next door.

DOES NOT lower expectations or

achievement for certain students

or groups of students.

IS a framework for all students.

It is barrier free learning.

IS NOT a special education

initiative.

Universal Design for Learning

Universal

Design for

Learning

Recognition

Network Strategic

Network

Affective

Network

Multiple means of

Engagement

Process

The “why” of

learning

Multiple means of

Expression

Product

The “how” of

learning

Multiple means of

Representation

Content

The “what” of

learning

30

Principles of UDL

Differentiated Instruction

Core Instruction

On-Benchmark

Below-Benchmark

Above Benchmark

Learning Disability

Visual Disability

Auditory Disability

Need writing support

Universal Design for Learning

Few

Some

Most

UDL v. Differentiated Instruction

“Smart from the start” accessible lesson planning and instruction

Accessible accommodations and technologies

Customized supports for individual students

Learning Styles and UDL

What’s the difference between incorporating learning styles and UDL?

"Good teaching is good teaching."

“The evidence overwhelmingly suggests that the vast majority of students respond positively to instructional strategies we’ve known are effective for 40 years.”

-Daniel Willingham

What are some of those strategies?Clear learning targets/objectives

Modeling/demonstration

Worked examples

Guided Practice

Explicit feedback

High rate of opportunities to respond (>2 per minute)

Similarities of MTSS and UDL

Research validated frameworks

Both encourage the use of research-based programs (interventions)

Proactive and preventative approaches

Supports Culturally Responsive Practices

•General education initiatives that benefit ALL students

Core of MTSS and UDL

• MTSS: How responsive is a student to high-quality research-based instruction?

• UDL: How responsive is the lesson (goals, methods, materials & assessment) to the student’s instructional needs?

You can't have one without the other

"Smart from the Start"Multiple means of access and expression, and multiple means of engagement to make systems more accessible for all students

Designing systems that are “Smart from the start” provides learning opportunities that are more effective for students across the full spectrum of achievement

Leverage technology and research-based instructional and assessment practices to give all students the best chance of success

Using multiple representations

The Classic

The 3-D

The Floater

Mind the Gap

- Macomb Intermediate School District, 2009

The Kitchen Sink

Whirlpool of MTSS

The Layer Cake

RtI on the Giza Plateau

Corners are Dangerous

The Ninja Star

I don’t like bright colors

I'd really rather not read all that if I don't have to

Swirly Whirly

Community of Practice

#miudl

How you are already incorporating this into your instruction?

Share some of the ways you make content accessible and break down barriers for all participants to learn!

http://padlet.com/tbecker_utess/udl

Sweat the Small Stuff

• Little things can make a big difference

• Things that you don’t always notice can be serious barriers to learning for others

• Develop attention to the detail for teaching and learning

• Small changes can make a big difference

Barriers for Students with Print Disabilities

Font size

Contrast

Typeface

Vocabulary

Spacing

→ Someof this text is way too small to be readable

→ Contrast matters

→ Serif or Sans Serif

→ Convoluted jargon may obstruct erudition

→ Verticaland horizontal spacing makes a difference

Serif and Sans Serif TypefaceSerif or Sans Serif? The serif refers to the tail, which is in the design of some typefaces.

For some students with visual perception difficulties, this addition of a style feature on the letters can interfere with the visual perception.

Dyslexic readers typically find Sans Serif (no curves or tails) typefaces easier to read.

Did you know?

Text-to-Speech, dictionary, and translation technologies are available at no cost for nearly all digital text media

Examples:

Web Browsers (Chrome, Firefox, Internet Explorer)

Adobe Reader (Reader, Acrobat)

Operating Systems (Windows, Mac OS)

Common barriers to content area learning

Basic skills (decoding, math facts)

Vocabulary

Reading comprehension

Fluency/speed

Attention (i.e. lack of engagement)

What else?

Examples: Accommodations, Adaptations, No cost, and Low costBookmark

Lined Paper

More space on assessments for students to show their work

See through folder to track text

Use what is in IEP's to apply to all students

Big 3 questions

1. What are you teaching?

2. What are the barriers to learning?

3. What supports, strategies, and technologies can

remove these barriers?

For further information on UDL and MTSSNational Center on Universal Design for Learning –udlcenter.org

Center for Applied Special Technologies - cast.org

Learning Disabilities Online - LDonline.org

Questions and Comments?

Nathan A. Stevenson, Ph.D.Assistant Professor, Special Education405 White HallKent State UniversityKent, OH 44242nsteve15@kent.edu330.672.2294