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THE UNIVERSAL DESIGN FOR LEARNING GUIDELINES

This article explores the three principles of Universal Design for Learning (UDL), providing multiple means of representation, action and expression, and engagement. It includes examples and strategies for implementing UDL in the classroom.

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THE UNIVERSAL DESIGN FOR LEARNING GUIDELINES

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  1. THE UNIVERSAL DESIGN FOR LEARNINGGUIDELINES Roland Mercier EDTC 600

  2. THERE 3 DIFFERENT PRINCIPLES THAT GUIDE THE UDL- With 3 sub categories • Provide Multiple Means of Representation • Perception • Language, expression and symbols • Comprehension • Provide Multiple Means of Action and Expression • Physical Action • Expression and communication • Executive function • Provide Multiple Means of Engagement • Recruiting interest • Sustaining effort and persistence • Self Regulation

  3. Providing Multiple Means Of Representation... Provide options for perception- Offer ways of customizing the display of information Offer alternatives for auditory information Offer alternatives for visual information Use more effective colors when using text Use noise canceling headphones Digital eyewear, smartphone or tablets.

  4. Providing Multiple Means Of Representation... Cont. Provide options for language, mathematical expressions, and symbols -Clarify vocabulary and symbols -Use graphic Organizers like Webspiration -Clarify syntax and structure Use online story time books that highlight key words -Support decoding text, mathematical notation, and symbols Use text to speech software like -Promote understanding across languages -Illustrate through multiple media Audio, video, news articles, computer software. Try to use a variety Learn content through music- Watch the video!

  5. Providing Multiple Means Of Representation... Cont. Provide options for comprehension • Activate or supply background knowledge • Use scaffold related teaching • Highlight patterns, critical features, big ideas, and relationships • Guide information processing, visualization, and manipulation Simple flowcharts or graphic organizers see Visuwords • Maximize transfer and generalization Provide checklists, sticky notes and organizers. Callouts work too. Use text boxes to highlight information Look how color makes the text stand out!

  6. Provide Multiple Means of Action and Expression Provide options for physical action • Vary the methods for response and navigation • Optimize access to tools and assistive technologies This is a video that shows "camera mouse". Where a camera tracks your head to move the cursor. cameramouse.org *FREE* This a keyboard for students with visual impairment. It has a keypad with braille and when there is text to read it reproduces it into a refreshable braille dots on a text strip.

  7. Provide Multiple Means of
 Action and Expression. Cont. Provide options for expression and communication • Use multiple media for communication -Students can use interactive web tools • Use multiple tools for construction and composition Use online tools like Spellchecker. • Build fluencies with graduated levels of support for practice and performance Book Builder books can include text, images, and audio, providing options for authors and multiple points of access for readers

  8. Provide Multiple Means of
 Action and Expression. Cont. Provide options for executive functions • Guide appropriate goal-setting Post goals, objectives, and schedules in an obvious place • Support planning and strategy development Use of graphic organizers. • Facilitate managing information and resources Provide checklists and guides for note-taking • Enhance capacity for monitoring progress Students given self check for progress

  9. Provide Multiple Means of
 Engagement Provide options for recruiting interest • Optimize individual choice and autonomy By using programs like book adventure it provides opportunity to recruit students' interest • Optimize relevance, value, and authenticity -Design activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants • Minimize threats and distractions - Try to minimize distractions click HERE for an example

  10. Provide Multiple Means of
 Engagement Cont. Provide options for sustaining effort and persistence • Heighten salience of goals and objectives Display goals in multiple ways • Vary demands and resources to optimize challenge Learning offered by Exploring Language allows learners to choose the level that is best for them. • Foster collaboration and communication Students work together to solve problems • Increase mastery-oriented feedback feedback that is frequent, timely, and specific An Example From Brooklyn, NY

  11. Provide Multiple Means of
 Engagement Cont. Provide options for self-regulation • Promote expectations and beliefs that optimize motivation • Facilitate personal coping skills and strategies • Develop self-assessment and reflection The use of a rubric is a good way to self assess Using Goal setting sheets help with expectations of the students Watch the video for an example of coping skills

  12. BIBLIOGRAPHY Blue, Elfreda V.; Pace, Darra. (2011). UD and UDL: Paving the Way toward Inclusion and Independence in the School Library. Knowledge Quest, 39, 3, 48-55. Edyburn, Dave L. (2010). Would You Recognize Universal Design for Learning if You Saw it? Ten Propositions for New Directions for the Second Decade of UDL. Learning Disability Quarterly, 33, 1, 33-41. Coyne, Peggy; Pisha, Bart; Dalton, Bridget; Zeph, Lucille A.; Smith, Nancy Cook. (2012). Literacy by Design: A Universal Design for Learning Approach for Students with Significant Intellectual Disabilities. Remedial and Special Education. 33, 3, 162-172. Schelly, Catherine L.; Davies, Patricia L.; Spooner, Craig L. (2011). Student Perceptions of Faculty Implementation of Universal Design for Learning. Journal of Postsecondary Education and Disability. 24, 1, 17-30. Hunt, Jessica H.; Andreasen, Janet B. (2011). Making the Most of Universal Design for Learning, Mathematics Teaching in the Middle School. 17, 3, 166-172. Lopes-Murphy, Solange. (2012). Universal Design for Learning: Preparing Secondary Education Teachers in Training to Increase Academic Accessibility of High School English Learners, Clearing House: A Journal of Educational Strategies, Issues and Ideas. 85, 6, 226-230.

  13. BIBLIOGRAPHY CONT. Cast (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved fromhttp://www.udlcenter.org/aboutudl/udlguidelines Cast (2011). Cast UDL Lesson Builder. Retrieved fromhttp://lessonbuilder.cast.org/ Cast (2011). Cast UDL. Retrieved from http://www.bookadventure.com/Home.aspx Cast (2011). Cast UDL. Retrieved from http://www.learnalberta.ca/content/elsel/html/index.html Cast (2011). Cast UDL Retrieved from http://www.edutopia.org Cast (2011). Cast UDL. Retrieved from http://www.visuwords.com/

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