universal design for learning in postsecondary settings
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Universal Design for Learning in Postsecondary Settings. Elizabeth M. Dalton, PhD UDL Leadership Fellow @ CAST/Boston College Frances G. Smith, Ed.D, CVE National UDL Taskforce & COP |Virginia Commonwealth University Kelly Ligon, M.Ed Virginia Commonwealth University. - PowerPoint PPT PresentationTRANSCRIPT
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Elizabeth M. Dalton, PhDUDL Leadership Fellow @ CAST/Boston College
Frances G. Smith, Ed.D, CVE National UDL Taskforce & COP |Virginia Commonwealth University
Kelly Ligon, M.EdVirginia Commonwealth University
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Spearheaded by NDSS in 2006
Coalition of 40 national groups representing general education, special education and higher education interests
Promotes UDL in Federal policy and legislation and dissemination of information on UDL
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American Association of Colleges for Teacher Education
Association of Teacher Educators Higher Education Consortium for Special
Education Teacher Education Division of the Council
for Exceptional Children
Association on Higher Education and Disability
Vocational Evaluation and Career Assessment Professionals Association
Institute of Educational Leadership
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OSEP UDL Toolkit UDL in
◦ 2007 draft House NCLB bill◦ Higher Education Act of 2008◦ House/Senate LEARN ACT◦ Guidance on ARRA ◦ Race to theTop Assessment Criteria◦ National Educational Technology Plan◦ Administration’s Blue Print for ESEA◦ OSEP Personnel Preparation Grants
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Spearheaded by Maryland Down syndrome Advocacy Coalition and Maryland State Department of Education
Supported by 34 state organizations
Creates stakeholder task force for recommendations regarding UDL in MD
University of Maryland and Institute for Higher Education Policy are represented
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The basic principles and roots of UDL. The relevance of UDL for persons with
intellectual disabilities. Examples of model programs in pre-
service training and higher education. National initiatives supporting ongoing
growth and learning.
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Recognition
Strategic
Affective
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Goals Methods Materials Assessment
To change one size fits all
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Multiple Means of Representation◦ To increase recognition
Multiple Means of Expression◦ To expand strategic output
Multiple Means of Engagement◦ To enhance involvement
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Offer Alternatives:
• Audio amplification; multimedia
• Concept maps; structural scaffolds
• Visual & audio recording
• Guided notes
• Timer/pacing indicator
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Offer Alternatives:
• Interpreting Q & A (large group)
• Follow-up discussion (small group)
• Assigned Note-takers
• Online discussion forums
• Project-based learning & outputs
• Office hours
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Connect:
• The primacy of questions
• The power of personal anecdote
• Facilitate class interaction
• Affect, not data
• Eye contact
• Direct & timely feedback
• Online networking
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The UDL Guidelines
http://www.udlcenter.org/aboutudl/udlguidelines
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• Essential content
• Different means of initial learning
• Different means of reinforcement•Multi-media; interactive content; multi-sensory
• Opportunities for practice
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•Age-appropriate life experiences & models
• Connections to the community
• Inclusion extended to Post-Secondary
• Cross-campus dialogue
• Student goals & school goals
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Separate curriculum & dormitories/Certificate
Threshold @ Lesley University (1982) by first college-based program in the US with comprehensive vocational and independent living training skills. 2 years + extended programs. 25 students per year.
Strive U. @ U. of Southern Maine (2004)Residential, transition & employment componentsPost-secondary experiences with student mentorsNon-matriculated. 2 years. Developmental credits.
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Inclusive living & some college coursework
University of Vermont (one of 27 new 2010 programs)Grew from “Think College” initiative (ICI-Mass)Non-matriculating, student cohortsOptional: 1 year Professional study certificate w 3 courses; 1 academic, 1 interest, 1 employment
University student peer mentorsParticipatory action research (disabled & non-disabled)Collaborations: 1) Howard Center – Succeed Program
2) Trinity College, Dublin (presentations)
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National Coordinating Center for TPSIDInstitute for Community Inclusion (ICI), Boston
5-year Coordinating grant to:1) determine and develop evaluation systems, standards, and best practices;2) provide training and TA 3) facilitate communication & collaboration (CoP)
Inclusive Goals Academic – Social – Employment – Independent Living
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John Fitzgerald Kennedy
“Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation.”
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Students have a voice directing their lives Students know their strengths,
preferences and learning styles Students are directing the services and
supports they need for success Students are advocating for themselves View the videos to see the students in
action◦ http://www.imdetermined.org
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Universal Design for Learning (UDL) means a scientifically valid framework for guiding educational practice that — (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. [HEOA, P.L. 110-315, §103(a)(24)].
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“UDL requires that we not only design accessible information, but that we design an accessible pedagogy. In general terms, pedagogy is the science of teaching and learning – the educational methods that skilled educators use to highlight critical features, emphasize big ideas, clarify essential relationships, provide graduated scaffolds for practice, model expert performance, and guide and mentor the apprentice. All of these, and more, are what teaching is – and the measure of their success is what we call learning.”
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◦Alternative representations of lectures(F2F, videotaped, a portal of collected lecture notes)
◦PowerPoint slides are provided to support structural/ explanative points
◦Flexible discussion groups/ options
◦Options in course assignments
◦Various learner supports with models, scaffolds, links to support background knowledge
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General Elements
Representation◦ Course Syllabus◦ Teaching Style◦ Teaching Resources
Engagement◦ Student Participation in Learning◦ Student Feedback
Expression◦ Student Expression of Learning
http://enact.sonoma.edu/udl
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Representation◦ Provide multiple ways of clearly identifying essential
course concepts◦ Provide multiple ways to teach important concepts◦ Provide examples and illustrations of major course
assignments
Engagement◦ Offer varied ways to involved students in the learning
process◦ Offer clear and specific feedback on all assignments
Expression◦ Provide alternatives for how students complete major
assignments◦ Provide clear guidelines and evaluation rubrics
http://enact.sonoma.edu/udl
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◦ Companion digital course to class lectures◦ Multiple delivery options of lecture materials◦ Flexible groups, reflective blogs, interactive
class/group activities◦ Clear goals, guiding questions◦ Course options for final projects◦ Flexible models, rubrics, multiple modes of
feedback
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• Changes in format and opportunities – Course has clear goals,
guiding questions– Course now includes
the use of common grading rubrics
– Course text includes graphic organizers
– Blackboard platform supports a companion multimedia portal
– Multiple examples of course materials, lecture notes, PowerPoint presentations
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Visit our presentation wiki at:
http://udlpostsecondary.pbworks.com/