paving the road worth taking with universal design for learning 10+ things you need to know joy...
TRANSCRIPT
Paving the Road Worth Taking with Universal Design for Learning
10+ Things You Need to Know
Joy Smiley Zabala, Ed.D., ATPDirector of Technical Assistance
CAST and the National Center on Accessible Educational Materials
NOTICE:
Slides used in the actual presentation may differ somewhat from this slide set. The main ideas,
however, are included in this set.
Learner Outcomes…
List the three principles and four curricular elements of Universal Design for Learning (UDL)
Explain two ways in which Universal Design for Learning and individualized supports such as special education, AAC, AT and AIM are similar and two ways in which they are different
Identify three ways in which UDL can lower barriers to learning and achievement for students with disabilities including complex reading, writing and communication needs.
MY goals for this session…
Participants will:• Consider how UDL can be applied to their own
responsibilities and interests.• Know where to find extensive UDL information
supports and tools
• Be ready to work with others to take first steps toward the development and delivery of a flexible, responsive UDL curriculum compatible state and local goals
• Want to know more about UDL
• Have a good time!
• Take a look at the roots and principles of UDL
• Explore the UDL Guidelines and apply them to goals, assessment, methods and materials
• Discuss how UDL serves as a firm foundation upon which more intensive supports can be provided to students who need them, including, for some, special education supports and services
• Examine role of materials and technologies in the UDL Framework
• Identify actions at all levels of the organization that facilitate the implementation of UDL practices
To move toward mastery of the goals, we will…
Getting to Know You…
“Before anything else, preparation is the key to success
Alexander Graham Bell
Consider how YOUR responsibilities and interests are related to preparing students for
success in environments where goals, assessment, methods and materials
encourage and support the participation and achievement of ALL students?
It Takes Collaboration…
We live at the level of our language. Whatever we can articulate we can imagine or explore. All you have to do to educate a child is leave them
alone and teach them to read.”
Ellen Gilcrist
Raising the Achievment Bar for ALL Students
Things 1-8
UDL is framework for proactively designing learning experiences – from the beginning – that enable all students to gain knowledge, skills, and
enthusiasm for learning needed to be expert, lifelong learners.
1
Universal Design for Learning
Supports the design and implementation of a flexible, responsive curriculum that provides opportunities for the participation and achievement of all students
Provides flexibility in the ways information is presented, the ways students respond or demonstrate knowledge and skills and the ways students are engaged
12
Universal Design for Learning
Reduces unnecessary barriers in instruction Provides appropriate accommodations, supports,
and challenges Maintains high achievement expectations for all
students Assumes variability
13
“Myth of the Average”Todd Rose
14
Universal Design for Learning has roots in technology, disability,
architecture, and neuroscience
2
A Transformative Tool
CAST began by addressing the needs of students “in the margins”, primarily with technology-based accommodations
The Starting Point - 1985
Universal Design in architecture illustates that designing for diversity from the beginning is a more practical, elegant and effective approach
than adding on.
Roots in Architecture
Accommodations created for a subset of the population typically provide benefits for everyone
Benefits of Accommodations
Benefits of Accommodations
Clearing the path for someone with special needs clears the path for all.
CAST 2012
Roots in Neuroscience
UDL is a curricular initiative that seeks to decrease unacceptable challenge while
maintaining acceptable challenge and high expectations
3
Universal
Design
Learning
Models and Mentors
Graduated Scaffolding
Progress monitoring
There are three principles of Universal Design for Learning
4
Three Principles
Universal Design for Learning calls for ...
• Multiple means of representation, to give learners various ways of acquiring information and knowledge
• Multiple means of expression, to provide learners alternatives for action and expression
• Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.
UDL Guidelines
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Note: Redesigned Graphic Organizer in your handout!
CAST 2012
UDL GuidelinesMultiple Means of Representation
http://udlwheel.mdonlinegrants.org/
Universal Design for Learning has
four interrelated components
5
Four Curriculum Pillars
The UDL Planning Process
Goal setting
Consider Variability-UDL
Select Assessment
Select Methods/ Materials/Media
Implement
Reflect
Goals
Firm Goals, Flexible Means
• Clearly identified• Do NOT embed the
means unnecessarily
• Allow multiple paths to achievement
UDL and Curricular Standards Examples from the Common Core
An Example from Mathematics
“apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.”
(Common Core State Standards for Mathematics, Grade 7, The Number System, 7.NS, item 2, p.48)
UDL and Curricular Standards Examples from the Common Core
An Example from Reading
“Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.”
Key Ideas and Details.
CCSS.ELA-Literacy.CCRA.R.2
UDL and the Common Core
“The Standards clearly state they will not prescribe specific teaching methods and materials, they may in fact impose unintended barriers to learning by prescribing certain means—and unnecessarily putting some learners at a disadvantage…”
CAST Public Comment, March 26, 2010
UDL and Curricular Standards Examples from the Common Core
A Non-Example from Reading
“Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.”
ELA Reading Foundational SkillsGrade 4, CCSS.ELA-Literacy.RF.2.4b
UDL and Curricular Standards Examples from the Common Core
A Non-Example from Math
“Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.”
Math Place ValueGrade 2, CCSS.Math.Content.2.NBT.A.3
Assessment!Part of the Planning
Assessment
• Progress Monitoring• Formative Assessment• Construct validity • Clearly articulated
rubric• Accessibility
Functional Requirements of Testing
Perceive the information Produce
Response
Interact with Construct
and the System
Understand the
Construct(s) and the System
There are cognitive, linguistic, sensory, physical and social-emotional requirements for participation
in assessments that involve both the content and the delivery system.
“Strategies, supports and accommodations available for learning and living must NEVER be limited to the
strategies, supports and accommodations allowed in assessments.”
Joy Smiley ZabalaNovember 22, 2014
Methods
• Varied Methodolgy
• Graduated Scaffolding
• Appropriate Supports and Services
Emphasis on Flexible, Transformable Digital Media
Materials
BUT… digital media does not equal UDLand digital does not necessarily equal
accessible!
Technologies and How they Fit
Universally Designed Technologies
• Are designed and developed to be directly usable (without the need for adaptation or assistive technology)
• Are designed and developed in ways that can be made usable with assistive technologies
• Typically include lots of options that can be readily manipulated to meet the needs of a variety of users
46
Learning environments designed according to UDL principles have some
critical elements but do not look the same.
6
UDL and Other InitiativesDesigning and delivering instruction according
to UDL principles can improve the impact and results of other initiatives!
7
Response to Intervention
• Application of scientific, research-based interventions in general education
• Measurement of a child's response to these interventions
• Use of the RTI data to inform instruction
Response to Intervention can be seamless in UDL Environments
Connecting UDL and RTI
Shouldn’t we really be talking aboutRESPONSIVE INTERVENTION
rather than Response TO Intervention?
David RoseCAST Founder and Chief Scientist
Connecting UDL and RTI
UDL lowers barriers for most, but Special Education supports and services are needed
by some to participate and achieve.
8
Special Education Services
• Specially Designed Instruction
• Related Services
• Supplementary Aids and Services
54
Connecting UDL and Special Education Services
55Special Education provides supports and services to
individual students based on their unique needs.
56
UDL seeks to make the learning environment as flexible and accommodating as possible.
Connecting UDL and AT
• Universal Design for Learning looks to make the learning environment as flexible and accommodating as possible.
• Assistive Technology looks at the specific barriers a student may face in whatever environment they find themselves.
• Both approaches strive to insure the access, participation & progress of students
Assistive technologies broaden usability of instructional and productivity technologies
IF
Instructional hardware and software are designed and developed according to universal design principles that enable interfacing to occur
5858
Connecting UDL to AIMBroad Usability / Accessibility
• Materials that are designed or enhanced in a way that they are usable across the widest possible range of student variability regardless of format (print, digital, graphical, audio, video)
• Content may be “designed for print delivery” and require retrofitting for accessibilty
• Content may be “designed for digital delivery” and difficult to retrofit if not broadly usable or accessible from the start
59
• The information is the content
• Technology is the delivery system upon which the content is presented to the student
Big Ideas in AIM
UDL in Action!
Principle‐Driven Planning for Engagement and Achievement
Things 9, 10 and a litle more!
Putting it All Together with the UDL Lesson Planning Cycle
9
UDL in Action!
UDL Lesson Planning Cycle
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Think about Connecting UDL and Special Education Services
The UDL Planning Process
Goal setting
Consider Variability-UDL
Select Assessment
Select Methods/ Materials/Media
Implement
Reflect
“Myth of the Average”Todd Rose
66
When should strategies, supports and accommodations available for
learning and living be limited to the strategies, supports aaccommodations
allowed in assessments?
NEVER!!!!
The UDL Planning Process
Goal setting
Consider Variability-UDL
Select Assessment
Select Methods/ Materials/Media
Implement
Reflect
Resources and Tools for Educators and Students
10
UDL in Action!
Cool Tools for Students
• Book Builder• UDL Editions• Science Writer• Strategy Tutor• Coming Soon!
UDL Report Writer
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Cool Tools for Teachers
• UDL Guidelines• UDL You Tube Channel• UDL Lesson Builder• UDL Curriculum Self-Check• UDL Online Modules• Teaching Every Student• UDL Studio
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Leadership and advocacy are essential and there are “Just in
Time” supports available to help!
11
National Center on UDL
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http://udlcenter.org/
…supports the effective implementation of UDL by connecting stakeholders in the field and providing resources and information about… • UDL Basics• The value of UDL• UDL implementation • Research supports for UDL Framework• Connections to others in the UDL field
Major UDL Resource Collections
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The National Center on UDLhttp://udlcenter.org
UDL Community of Practicehttp://community.udl.org
The National UDL Task Forcehttp://www.advocacyinstitute.org/UDL/legislative.shtml
CASThttp://www.cast.org
• Is a framework for ensuring access, participation and progress in the general education curriculum
• Assumes and plans for diverse student strengths and needs
• Places emphasis on using digital technology and other strategies and materials to support diverse learners
• Includes assistive technology for some• Is not limited to high tech environments
UDL in a nutshell…
Vaclav Havel
“It is not enough to stare up the steps…We must step up the stairs”
Provide Access by planning and leading and teaching in ways that eliminates barriers to learning
Increase Participation by providing options that Increase recognition, expression &, engagement
Demonstrate achievement by monitoring progress and documenting change in professional practices and student achievement
Stepping Up the UDL Stairs
• Think about how language implaIdentify barriers that slow progress
• Consider how UDL features can lower barriers and support achievement of those initiatives
• ALWAYS equate ROI of resources with student achievement!!
Stepping Up the UDL Stairs
EVERY student can reach success. What will YOU ensure they get there?
“Let us read, and let us dance; these two amusements will never
do any harm to the world.”
Voltaire
