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Universal Design for Learning: A framework for good teaching, a model for student success

Universal Design for Learning: A framework for good teaching, a model for student success. Craig Spooner ACCESS Project Coordinator. Universal Design for Learning. “.

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Universal Design for Learning: A framework for good teaching, a model for student success

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  1. Universal Design for Learning: A framework for good teaching, a model for student success Craig Spooner ACCESS Project Coordinator

  2. Universal Design for Learning “ Universal Design for Learning (UDL)is a set of principles and techniques for creating inclusive classroom instruction and accessible course materials. teaching technology ”

  3. Universal Design (UD) • Build in accessibility from the start • Curb cuts in city streets • Ramps and automatic door openers • TV closed captions • Ergonomic kitchen utensils • Everyone benefits from a more flexible, user-friendly environment

  4. Universal Design for Learning (UDL) • Inclusivepedagogy • UDL applies to both teaching and technology

  5. College students are diverse • Ethnicity & Culture • Gender • Nontraditional • ESL/Native language • Learning/Cognitive Styles • Disabilities

  6. Disabilities • Mobility Impairments • Blindness/Visual Impairments • Deafness/Hearing Impairments • Learning Disabilities • Attention Deficit Disorder (ADD/ADHD) • Autism Spectrum Disorder • Traumatic Brain Injury (TBI) • Post Traumatic Stress Disorder (PTSD) • Mental Illness

  7. Disabilities in Higher Education • Nationally, 11.3% of undergraduates report some type of disability1 • At Colorado State University2 • 8%–11% report a disability • Non-apparent disabilities are by far the largest proportion and growing • Even among students who say they have a disability, few seek accommodations 1National Center for Education Statistics, 2008; U.S. Government Accountability Office, 2009 2Schelly, Davies & Spooner, Journal of Postsecondary Education and Disability (Feb. 2011)

  8. VeryConcrete-Literal

  9. Universal Design for Learning:3 Principles • Instructors represent information and concepts in multiple ways (and in a variety of formats). • Students are given multiple ways to express their comprehension and mastery of a topic. • Students engage with new ideas and information in multiple ways.

  10. Representation

  11. Alternative Representations* • Lecture: Its strengths and weaknesses • Video/Audio podcasts • Shared note taking *Rose, David H., Harbour, Wendy S., Johnston, Catherine Sam, Daley, Samantha G., & Abarbanell, Linda. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151.

  12. A Tale of Two Documents:The Technical Side of UDL Scanned OCR and Tags

  13. What makes a document Universally Designed? • Searchability • Copy and Paste • Bookmarks or an Interactive Table of Contents • Text to Speech capability • Accessibility • Keyboard access, alternative to images, etc.

  14. UDL Tech Tutorials • Microsoft Word • Styles and Headings • Images • PowerPoint • Adobe PDF • HTML • E-Text http://accessproject.colostate.edu

  15. Expression

  16. Engagement

  17. CSU Psychology Undergraduates: What helps you learn? • It helps me learn when the instructor… • presents information in multiple formats • actively engages students in learning • relates key concepts to the larger objectives of the course • begins class with an outline • summarizes key points • highlights key points of instructional videos

  18. CSU Psychology Undergraduates: What engages you? • Strategies that increase engagement • i>clicker questions • Asks questions • Videos • Partner/group discussion and activities • In-class mini writing assignments

  19. UDLFramework

  20. References Burgstahler & Cory (2008). Universal design in higher education: From principles to practice. Cambridge, MA: Harvard Education Press. Rose, D., et al. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151. Schelly, Davies & Spooner (2011). Student Perceptions of Faculty Implementation of Universal Design for Learning. Journal of Postsecondary Education and Disability, 24(1), 17-28.

  21. Thank you! Craig Spooner craig.spooner@colostate.edu 970-491-0784

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