national udl task force. udl task force more than 30 national education and civil rights...
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The Challenge All students have different learning needs, abilities, and preferencesTRANSCRIPT
National UDL Task Force
UDL Task Force
More than 30 national education and civil rights organizations
Complete list: www.udl4allstudents.org
The Challenge
All students havedifferent learning needs,abilities, and preferences
The Need
Provide learning opportunities in the general education
curriculum that are:
INCLUSIVE and EFFECTIVE
FOR ALL
Universal Design for learning
“A scientifically valid framework for guiding educational practice”
(Source: Higher Education Opportunity Act of 2008)
“provides flexibility in the ways•information is presented
•Students respond or demonstrate knowledge and skills
•Students are engaged”
Universal design for learning…
(Source: Higher Education Opportunity Act of 2008)
Universal design for learning…
•reduces barriers in instruction
• provides appropriate accommodations [and] supports …
• maintains high achievement expectations
(Source: Higher Education Opportunity Act of 2008)
Civil Rights Legacy – Universal Design
Universal Design: Access for everyone!
Old design: Some are denied
Universal Design
“Consider the needs of the broadest possible range of users from the beginning”
-- Ron Mace
Universal design principles
Not an afterthought: Full access is designed from the outset
More cost-effective than retrofittingMore elegant and easy-to-use
Universal design (UD) examples
•Ramps and curb cuts•Digital books with text-to-speech•TV and video captioning•Easy-grip tools•Electric doors
Universal design for learning
Combines new insights from brain research about the nature of learner differences …
… with a century of best practices in progressive education.
Defining UDL
Principles laid down by CAST in the 1990s
Federal support for UDL research, dissemination since 1999
Defined by federal statute in 2008 Higher Education Opportunity Act
Universal design for learning
Eliminating or reducing barriers to academic success for all students
Valuing diversity in the classroom through proactive design of inclusive curriculum
Why UDL?
Schools are working to improve academic performance;
Today’s classrooms include many diverse learners;
THUS, schools need to find ways to better meet the needs of all students!
UDL offers all students…
More ways to access …
More ways to participate …
More ways to demonstrate learning…
UDL principles in action
What are the UDL Principles?
In each area of the curriculum provide varied and flexible options for:
– Representing information– Action and expression– Engagement
Multiple Representations of Information
Examples– Offer text-to-speech, video, audio, and
other multimedia; integrate assistive technologies into learning environment
– Provide vocabulary support and background knowledge
– Highlight critical features & main ideas
Multiple Means of Action and Expression
Examples– Let students show what they know with
voice recording, graphic displays, performance, etc.
– Provide models of expert performance– Offer executive-function supports such
as graphic organizers, outlines, etc.
Multiple Means of Engagement
Examples– Vary levels of challenge and support to
prevent frustration or boredom– Tie work to real-world examples– Where possible, give choices – Teach self-assessment and reflection
UDL applies to the whole curriculum
Goals
Traditional Learning goals may
get skewed by the inflexible ways and means of achieving them.
UDL Learning goals are
attained in many individualized ways, by many customized means.
Materials
Traditional Mostly print and
everyone gets the same materials.
Few options
UDL Variety of
materials, media, and formats to reach learners with diverse abilities, styles, and needs equally well.
Methods
Traditional Teacher-centered
(lecture) Homogeneous
grouping Burden on student
to adapt to “get it”
UDL Interactivity Heterogeneous
grouping Rich supports for
understanding, independent learning
Assessment
Traditional Confuse goals with
means Summative – when
it’s too late to adjust instruction!
UDL Many possible
means as long as they measure learning!
Supports instructional improvement
UDL Guidelines
UDL Guidelines
In-depth guide for practical applicationResource for curriculum developersChecklists for teachersGo to www.udlcenter.org
Engaged in their own education
Learning at greater breadth and depth
Achieving at higher levels
Motivated to continue learning
With UDL, more students are…
More educators are…
Teaching effectively in classrooms with diverse student needs
Spending more time on instruction and facilitating learning
Helping ALL learners succeed
Local and state supports for UDL
Local– Evolution of general educator and special
educator rolesState
– State standards and benchmarks – Curriculum adoption policies– Professional development initiatives
Statutes and regulations– No Child Left Behind Act (NCLB)– Individuals with Disabilities Education Act (IDEA)– National Instructional Materials Accessibility
Standard (NIMAS)– Higher Education Opportunity Act (HEOA)
Federal supports for UDL
Defines UDLTechnical assistance
for UDL practice Infuses K-12 teacher
prep with UDLReport cards by
States and IHEs on UDL implementation
Higher Education Opportunity Act
US Department of Education– Office of Special Education
Programs– Institute for Education Sciences– Office of Postsecondary Education
National Science Foundation
Federal investment in UDL
UDL informs product development
UDL informs product development
Apply UDL to your instruction Demand universally-designed products Share your UDL resources and lesson plans
with others Advocate curriculum adoption policies that
require UDL principles
What can you do now?
For More Information
National UDL Task Forcewww.udl4allstudents.org
CAST www.cast.org
National UDL Center www.udlcenter.org
Fro more information
(add your information here)