Universal Design for Learning

What is it and how can it help us in the classroom?

Amy Glascock

Walden University

Professor Thompson

Reaching and Engaging All Learners Through Technology: EDUC 6714

July 21, 2010

How Universal Design for Learning (UDL) Got Started

Teachers wanted their students to succeed, but could not use the one-size-fits-all approach to education.

Center for Applied Special Technology (CAST) decided to mirror the universal design movement in architecture and product development that creates blueprints accommodating a wide variety of users, including those with disabilities.

CAST developed UDL to provide a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.

What is UDL?

UDL is a new approach to teaching and learning that can reduce learning challenges, for all students, not only for those with learning disabilities (Ralabate, 2008).

Over the past few years, there has been a concerted effort in special education to promote curricular materials with built-in adaptations, particularly in digital media, that are flexible and customizable (Safer, 2010, as cited in Kameenui and Simmons, 1999).

Learn more

Examples of UDL in the Physical Environment

Ramps (to provide access into buildings)

Elevators Curb cut-outs in the sidewalk Closed captioning Braille (on signs)

Word processing software (word prediction and spell checkers)

Images found at: www.vadeck.com/handicap-ramps.htm

http://apodder.org/icst/curb_cut.jpg

Examples of UDL in the Classroom

Electronic versions of textbooks/books

Digital copies of worksheets/handouts (Easily changes font size or color)

Text-to-speech or Speech-to-text software (Can read/write information for the student)

Illustrations for unfamiliar vocabulary

Highlight “big ideas” in material

Videos/Simulations that model key concepts

Graphic organizers Prompts to encourage

reflection Alternatives to

pencil/paper (computers)

UDL’s Framework is Based on Three Principles

Principle 1: Provide multiple means of representation (the “what” of learning).

Principle 2: Provide multiple means of expression (the “how” of learning).

Principle 3: Provide multiple means of engagement (the “why” of learning).

-CAST UDL guidelines, version 1.0

Principle 1: Provide multiple means of representation (the

“what” of learning)

Every student has a different way of comprehending what is presented to them.

Teachers can provide students with multiple forms of the same information based on their individual needs.

Principle 1: Instructional Methods Screen readers Graphic organizers/Concept Maps Content could be presented using multiple media, such as oral

lectures, textbooks, charts or diagrams, audio tapes, and videos. The same content could be changed from one medium to another,

such as oral output for students with reading difficulties or pictures and illustrations for students who need a visual image.

Materials would have adjustable presentation characteristics - changeable font style and size, highlighting of main concepts, or variable volume and speed controls.

Material could be adjusted to match students' cognitive styles. For example, students who prefer sequential, factual information might learn a history lesson from a timeline-style presentation. Students who learn better with a base of broader concepts might choose to have the same lesson presented from a big picture, or cause-and-effect perspective, with dates and facts filled in later.

-Firchow,2010

Principle 1: Example

When teaching a unit on habitats, the teacher can provide books at varying instructional levels for students to read. The teacher would make sure that students are placed with a book that they can read (independent reading, pair reading, audio recordings to listen to, or online versions of the book). The teacher can also provide prompts/questions for the students to think about as they read the story. This activity ensures that all students are accessing the same material on habitats, but at a level that works for them.

Clipart found at: http://www.school-clip-art.com

Principle 2: Provide multiple means of expression (the “how”

of learning)

Every student has a different way of demonstrating mastery of skills.

Teachers can provide students with various tools to match their strengths in order to demonstrate mastery of skills.

Principle 2: Instructional Methods

Assignments would be accepted in various formats. A student who finds written expression difficult might show his knowledge orally; another might turn in a report, write a play, or develop a project to demonstrate learning.

"Paper and pencil" exercises could become "computer and printer" exercises for students who are slowed down by the physical effort of writing, or for any student who prefers using a keyboard.

Provide students with opportunities to compose assignments in various formats. This may include: drawings/illustrations, videos, podcasts, websites, VoiceThreads, PowerPoint presentations, and songs. Once students are familiar with the various formats, they can choose the format that they are most comfortable with.

Provide feedback to students Checklists

-Firchow, 2010

Principle 2: Example

For a book report assignment, a teacher can give students various options of portraying their knowledge of the book. Instead of having students complete a traditional written book report, students can create a poem, song, illustration, concept map, or VoiceThread. This allows students to show their understanding in a more meaningful way.

Clipart found at: http://www.school-clip-art.com

Principle 3: Provide multiple means of engagement (the

“why” of learning).

Students have varying interests and can be motivated in different ways.

Teachers can use students’ interests to engage them in what they are learning.

Principle 3: Instructional Methods Relate what the student is learning to something they are

interested in or passionate about. Offer adjustable levels of challenge; start teaching at a level

that is slightly challenging but where the student can achieve success.

Offer choices of learning context to students. Offer choices of tools to students to learn a skill or complete

a task. The Center for Electronic Studying has developed

“Computer-Based Study Strategies” (CBSS) http://cbss.uoregon.edu which are a set of tools and techniques that are designed to enable students to be successful in school.

Offer choices of rewards; food as a frequent or sole reward type is discouraged.

-Sweeting, n.d.

Principle 3: Example

When working on math skills, allow students to work independently and in groups. Students can select their own groups. Students can also choose if they want to work together using traditional pencil/paper activities, physical manipulatives in the classroom, virtual manipulatives, or websites with activities and/or tutorials. Students can also bring in various objects from home that correlate with lesson, this may spark student interest as well.

Clipart found at: http://www.school-clip-art.com

Role of Technology in UDL

Technology makes UDL implementation much easier. Technology engages students in the learning process. It enables all students to overcome barriers in learning. Accommodates a variety of student learning styles. Provides multiple opportunities for students to become

proficient with technologies that will enhance their learning (Blue, 2010).

Technology That Will Help with UDL

Word processing software VoiceThreads YouTube or TeacherTube Google Notebook (allows you to clip information from the

web without leaving the page you are on)

Podcasting software Clickers Google Earth Online digital books Closed captioning

Can you think of any others?

Potential Impacts of UDL

UDL addresses the diverse needs of all learners by providing academic support for students with specific needs while making these supports available to everyone.

Stresses the need for multiple approaches to accommodate diverse learning styles.

Connects with 21st century literacies that can afford all learners opportunities to flexibly use tools of technology to solve problems, analyze, critique, and synthesize multimedia text in ways that prepare them for the workplace today and position them to take advantage of emerging technologies that will shape tomorrow.

-Blue, 2010

Brain Research and Learning Differences

Three primary networks (recognition, strategic, and affective) are equally essential to learning. Recognition-enables us to identify and interpret

patterns of sound, light, taste, smell, and touch. Strategic-where we plan, execute, and monitor our

internally generated mental and motor patterns- actions and skills.

Affective- attaches emotional significance to objects and actions.

Understanding the specialized functions of these networks can help us appreciate the unique strengths and weaknesses of individual students.

-Rose & Meyer, 2002

Brain Research and Learning Differences

Affective Networks

One of the clearest and most important revelations stemming from brain research is that there are no “regular” students.

Teachers need to focus on all networks in order to reach all students. It is important to form a framework we can use to analyze our students’

individual strengths and weaknesses and understand their individual differences.

Affect ive

-Rose & Meyer, 2002

Images located at: http://www.cast.org/teachingeverystudent/ideas/tes/

How UDL Can Support Cultural, Ethnic, Linguistic, and Academic

Diversity

Provide multiple examples of content, use multiple media and formats, and support background knowledge.

Provide scaffolding, give ongoing and relevant feedback, and offer flexible opportunities for demonstrating skills.

Provide choices of content and tools, adjust the level of challenge, offer choices of rewards, offer choices of learning context.

-Rose & Meyer, 2002

How UDL Can Support Cultural, Ethnic, Linguistic, and Academic

Diversity

Enables all students to have equal access to the content being presented in class.

Students are able to learn material in a way that makes sense to them.

The teacher can focus on various learning strategies that work for each student.

Allows each student to work independently or collaborate with others.

Provides opportunities for authentic learning experiences.

Role of Technology in UDL to Address Brain Research

Technology can be used with UDL to support the three brain networks of learning: To support the recognition network, the teacher can create

Webquests that provide background information and highlight the key facts. The Webquest can also include links to online activities and videos that build on prior knowledge.

To support the strategic network, the teacher can have students create a final product, such as a podcast, digital story, or PowerPoint presentation, that will portray their understanding of the material.

To support the affective network, students can choose the tools they would like to use to demonstrate understanding of the material. Students can use a digital camera to locate and take pictures of geometric shapes or they can go online to find digital images. When students have the freedom to choose, the work becomes more meaningful.

CAST Online Tools and Resources

CAST UDL Book Builder http://bookbuilder.cast.org/

This site enables its users to create, share, publish, and read digital books that engage and support diverse learners according to their individual needs, interests, and skills.

Teachers can use this site to provide books of all genres at all instructional levels. It also provides a glossary and text-to-speech tool that can help develop better fluency and comprehension.

Site also offers reading coaches that can scaffold the amount of assistance each child may need. It provides students with support and helps them to think critically about the content.

UDL Curriculum Self-Check http://udlselfcheck.cast.org/

This site helps teachers apply UDL principles in their teaching to reach and engage all of their students.

Teachers can use this tool to determine what barriers currently exist in our current school curriculum. They can evaluate how well they implement the curriculum and what changes can be made in order to reach all learners.

This site also helps teachers understand barriers that can impede student understanding, reflect on changes they can make, and develop solutions to those barriers.

CAST Online Tools and Resources

CAST UDL Lesson Builder http://lessonbuilder.cast.org/

This site provides educators with models and tools to create and adapt lessons that increase access and participation in the general education curriculum for all students.

Teachers can use this site to explore “Model UDL Lesson Plans” to become comfortable with the process before creating their own lesson plans.

The lessons created will ensure that all students can participate and engage them in the curriculum.

CAST Online Tools and Resources

References

Blue, E. (2010). UDL: Paving the way toward 21st century literacies for special needs learners. (cover story). School Talk, 15(3), 1-3. Retrieved from Education Research Complete database.

CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author. Center for Applied Special Technology (2010). What is universal design for learning? Retrieved from http://www.cast.org/research/udl/index.html

Firchow, N. (2010, February). Universal design for learning- Improved access for all. Retrieved July 14, 2010, from http://www.greatschools.org/special-education/assistive-technology/universal-design-for-learning-improved-access-for-all.gs?content=785&page=3

Kameenui, E.J. and Simmons, D. (1999). Toward successful inclusion of students with disabilities: The architecture of instruction. Retrieved from http://www.teachervision.fen.com/teaching-methods/curriculum-planning/3756.html

References

Ralabate, P. (2008, September 24). Universal design for learning: What it is, why students with LD need it and how to make it happen. Message posted to National Center for Learning Disabilities Discussion, archived at http://www.ncldtalks.org/content/interview/detail/2478/

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Ruelle, K. (Illustrator) (2002). [Untitled digital image]. Retrieved July 13, 2010, from: http://www.ohioregion14.org/perspectives/wp-content/uploads/2008/03/giangreco.png

Sweeting, L. (n.d.). Improve student achievement with technology. PowerPoint presentation notes. Retrieved July 14, 2010, from http://www.pgcps.pg.k12.md.us/~tifa/udlandtech_text.pdf