udl – enhancing learning for all promoting collaboration a new function for special education
TRANSCRIPT
UDL – Enhancing Learning for All
Promoting CollaborationA New Function for Special Education
Getting Off To a Good Start
Play is the exultation of the possible.
- Martin Buber
They were in the house alone...
Just the two of them. It was a cold, dark, stormy night. The storm had come quicklyand each time the thunder boomed he watched her jump.
She looked across the room and admired his strong appearance...and wished that he would take her in his arms, comfort her and protect her from the storm. She wanted that...more than anything.
Suddenly, with a pop, the power went out... she screamed...he raced to the sofa where she was cowering.
He didn't hesitate to pull her into his arms. He knew this was a forbidden union and expected her to pull back.
He was surprised when she didn't resist but instead clung to him.
The storm raged on...as did their growing passion and there came a moment when each knew that they had to be together.
They knew it was wrong...Their families would never understand... So consumed were they in their passion that they heard no opening of doors...just the faint click of a camera......
Have you smiled today?Let us show you how . . .
Always Remember How To Smile!!!
Life may not be the party I had hoped for...........
But while I'm here I might just as well listen to the music and dance!
Make Today Count
Stay in curiosity Listen for nuance Share your questions and concerns Don’t take yourself or others too
seriously
Credits and Thanks
www.udlcenter.org Those willing to post PowerPoints publicly
– Jenna Gravel– Patti Ralabate– Lisa Thomas– Elizabeth Dalton– Paul Sherlock– CAST (National Center on Universal Design for
Learning)
Collaboration and UDL? Why?
Accessing the general curriculum Improving instruction and learning Improving results
Some people spend their time looking forward mostly to the past.
- John Oshborne
The future is now . . .
http://www.youtube.com/
watch?v=Fnh9q_cQcUE&featur
e=related
You don’t have to do it. Survival is not compulsory.
- Deming
Which is closer to your classrooms?
But . . . .
This is not a session on technology (per se)
This is a session on access to learning through instruction based on UDL
Today’s Session at a Glance
What is UDL? Principles of UDL
– What are they?– Examples of each
UDL Guidelines Tools & Resources
What is UDL?
A way to provide learning opportunities
in the general education curriculum that are:
INCLUSIVE and EFFECTIVE
FOR ALL
Universal Design for Learning
Born from architectural world
Intended to design and construct equal access facilities
Concept transferred to education
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 retrofitting
More elegant and easy-to-use
. . . I have seen that in any great undertaking it is not enough
for a man to depend simply upon himself.-Lone Man, Teton Sioux
1. Think and list – all of the things that you come across or use in your daily life that make it easier for you to function. (1min)
2. Share and combine lists with two colleagues. (3 min)
3. Count up items on your list.
4. Who has the most items?
Universal design (UD) examples
Ramps and curb cuts Digital books with text-to-
speech TV and video captioning Easy-grip tools Electric doors Highlight text Minimize distraction
Assistive Technology
Universal Design
Assistive Technology
Universal design for learningCombines new insights from brain research about the nature of learner differences…
…with a century of best practices in progressive education.
HTTP://WWW.NASDSE.ORG/
BACKGROUND AND PRINCIPLES
Universal Design for Learning
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
“A scientifically valid framework for guiding educational practice”
(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)
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
Universal Design for Learning
Increasing options for access
Increasing options for participation
Increasing options for demonstrating learning
Leading to increased equitable access to the general curriculum – Higher achievement– More graduation– Less drop out
Universal Design for Learning…
“Provides flexibility in the ways– Information is presented– Students respond or demonstrate
knowledge and skills– Students are engaged”
(Source: Higher Education Opportunity Act of 2008)
Three Fundamental Principles
Multiple Means of Representation– To increase recognition
Multiple Means of Expression– To expand purposeful output
Multiple Means of Engagement– To enhance involvement
What are the UDL Principles?
In each area of the curriculum provide varied and flexible options for:
– Representing information– Action and expression– Engagement
Universal Design for Learning Guidelines
Recognition through Representation
Provide options for perception
Provide options for language, mathematical expressions, and symbols
Provide options for comprehension
Perception– Customized displays– Auditory alternatives– Visual alternatives
Expression– Vocabulary and symbols– Syntax and structure– Decoding– Understanding – Multiple illustrations
Comprehension– Background knowledge– Patterns and relationships– Information processing– Transfer and generalization
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
Exploring the Three Principles
http://www.udlcenter.org/aboutudl/udlguidelines
Does Not Have to Be Complex
Read aloud Highlight phrases Listen to
audiotapes Text-to-speech
What are your ideas?– Generate examples
of how you have represented information in alternative formats.
– Generate new and creative possibilities.
Provide Multiple Means for Actionand Expression
Options for physical action
Options for expression and communication
Options for executive functions
Physical action– Vary response and
navigation– Optimize tools and
technologies Expression and
communication– Multiple media– Tools for construction and
composition– Graduated levels of support
Executive functions– Goal setting– Planning and strategy
development– Managing information and
resources– Enhance monitoring
progress
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.
Exploring the Three Principles
http://www.udlcenter.org/aboutudl/udlguidelines
Does Not Have to Be Complex
Voice recording Graphic displays Graphic organizers Dance or movement Embedded prompts Checklists Spellcheck Story webs and
outlines Sentence starters
What are your ideas?– Generate examples of
how you have allowed multiple means for action and expression.
– Generate new and creative possibilities.
Provide Multiple Means for Engagement
Options for recruiting interest
Options for sustaining effort and persistence
Options for self-regulation
Recruiting Interest– Individual choice and autonomy– Relevance, value and authenticity– Minimize threats and distractions
Sustaining effort and persistence– Heighten salience of goals
and objectives– Vary demands and resources– Foster collaboration and
community– Increase mastery-oriented
feedback Self-Regulation
– Promote expectations and beliefs
Exploring the Three Principles
http://www.udlcenter.org/aboutudl/udlguidelines
Does Not Have to Be Complex Flexibility in use of
tools Provide choice in
mode of expression Connect to community
opportunities Use flexible grouping
strategies Create positive school
culture Peer tutoring Differentiated goals
What are your ideas?– Generate examples of
how you provided multiple means for engagement.
– Generate new and creative possibilities.
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– Implement school-wide positive
behavioral interventions and support
“Creating classroom norms, expectations and rules are a golden opportunity to establish and sustain student engagement, use it.”
- Dr. Mary Magee Quinn
Positive Behavioral Interventions and Supports: Managing Student Behavior
Summing it all up
The old days will not be again, even as a man will never again be a child. (Dakota)
http://www.youtube.com/watch?v=1heHn7j_AEY&feature=related
You are shaping the future!
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
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 positive
means as long as they measure learning!
– Supports instructional improvement.
UDL Unplugged
The Role of Technology in UDL http://www.udlcenter.org/
resource_library/articles/udlunplugged The Seed Lesson
– Example lesson illustrating how all principles of UDL can be met even with limited technology
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
Federal supports for UDL
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)
US Department of Education– Office of Special Education Programs– Institute for Education Sciences– Office of Postsecondary Education
National Science Foundation
Federal investment in UDL
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
OSEP Ideas that Work - UDL Toolkit
http://www.osepideasthatwork.org/udl/ National UDL Task Force
www.udl4allstudents.org CAST
www.cast.org National UDL Center
www.udlcenter.org
Thank You!
May you be one who makes things happen for the students you teach.
May you have a wonderful and successful school year.