Universal Design of Learning (UDL)

1. Universal Design of Learning(UDL) Access to all Margaret, N. (2011,June). Etips and UDL Relection. Retrieved from http://nicolinamargaret.blogspot.com/2011/06/etips-udl-reflection.html

2. Presentation Essential Questions • What are the 3 principles of UDL? • What impact does UDL have on the classroom? • What laws are there surrounding the UDL principles?

3. Imagine your class... • Wide range of learning preferences • Different degrees of readiness, and rate of skill acquisition • 4 students who have specials needs whose work needs to be modified • Each student has different interests, different needs and different motivation to learn • Mix range of abilities and background knowledge

4. How do you plan a lesson that meets the needs of all your students? …………By using the UDL principles

5. “Every child can learn and every child has the right to appropriate instruction”--CAST The Principles of UDL • Reaches every student. • No matter of the students: • Learning preferences • Degrees of readiness or rate of skill acquisition • Student's disability • Interests, needs and motivation to learn • Range of abilities and background knowledge • Focuses on 3 main areas that are directly related to how the brain learns

6. The 3 Principles Multiple means of…. • Representation- options for how students can access the content (audio, written format, digital format) • Action/Expression-how the students show what they know • Engagement-how the student connects to the lesson and is motivated CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

7. Why use the principles of UDL in your lessons? • Allows students to work more independently • Meets the needs of all students not just students who have special needs • Equal opportunities and meets the needs of different learning styles • May take less time/money- use highlighter • Increase number of ways students can access learning • Eliminates the barriers students may face that are essential to learning

8. Universal Design for Learning .. • Framework to increase flexibility and decrease barriers • Use as a guide for planning • Takes into consideration the needs of ALL students • Getting out of your comfort zone and trying new approaches/ideas • Anticipating the supports students may need in a lesson Is

9. Universal Design for Learning .. is NOT • Lowering learning goals or achievement expectation • Changing the curriculum • A one size fits all approach • Extra Time with planning • Set framework for instruction Ablett, E. (2013). UDL Principles. Retrieved from https://assistivetechnologytidbits.wikispaces.com/About+UDL

10. Where did the ideas of UDL arise from? • Extension of an architectural movement called ‘universal design’ • Started by Ron Mace at North Carolina State University, • Idea was to create structures that are designed, and constructed to accommodate a wide range of users • Instead of waiting to build an elevator for a person in a wheelchair or a person with a baby stroller the building was designed accommodate one

11. In the 1900’s the CAST staff started working with education systems to incorporate the UDL principle into the curriculum.

12. 3 Networks and how they relate to UDL principles CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

13. Recognizing Network activity • What do you see? • Each person may see something different

14. Recognition Networks - Multiple means of Representation • Part of the brain that • Recognizes and identifies and understand information idea and concepts • Interpret our senses

15. Recognition Networks - Multiple means of Representation • This principle focuses on providing multiple ways for students to recognize and identify the information being presented CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

16. Multiple means of Representation Checklist • Present the information different ways (audio, written) • Use multi-media approaches- videos, pictures, interactive activities • Different modalities , hearing, touch, vision • Pre teach vocabulary and supply background knowledge • Use assistive technologies

17. Through using Assistive Technology (low or high tech) it directly relates to the implementation of UDL and making learning accessible to all learners. Maryland Learning Links(2013, June). UDL Interactive Activity. Retrieved from http://marylandlearninglinks.org/3473

18. To help educators incorporate Assistive Technology(A.T.) into lessons and determine what A.T. devices students might benefit from the SETT framework was created by Joy Zabala.

19. 4 part model S • Student (special needs), what student needs to do, student’s ability) • Environment(what materials are available, supports that can be added) • Tasks(how can activity be modified to accommodated, technology supports) • Tools(low/high technology available, what strategies can be used to increase independence) E T T

20. Why use SETT Framework? • Helps with the development and delivery of A.T services (QIAT) • Ensures: correct A.T. devices are being used for the students needs based on data • Administrative Support and Professional Development • Transition • Evaluates the effectiveness of A.T. devices currently in use • Helps with the implantation of A.T. devices. • Determines if a student is in needs of A.T. services

21. Through using the SETT framework effective use of assistive technology can be added to lessons/ the classroom to meet the students needs. • Let’s explore the documents • Many checklist that can be used • http://www.joyzabala.com/Documents.html

22. By using these documents and the SETT framework, A.T. can be directly related to the UDL principles.

23. How assistive technology helps with providing multiple means of representation? • Guideline 1: Provided options for presentation • Checkpoint 1.1: Offer ways to customizing the display of information • Change size, color contrast of text with computer software (Microsoft word, Kurzweil) • Guideline 2.3: Provide options for language, mathematical expressions, and symbols • Check point 3: Decoding Text • Text to speech software • Guideline 3: Provide options for comprehension • Check point 3.2: Decoding Text • Digital creation of graphic organizers (Kidspiration) CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

24. Let’s watch this video on ways to include this principle into your classroom http://udlonline.cast.org/page/module1/l165/

25. Let’s explore this website: http://www.udlcenter.org/aboutudl/udlguidelines/principle1 • Has written examples as well as video on how to correctly implement • Ideas of how to implement assistive technologies Additional information:How to provide multiple means of representation in relation to each category of UDL checklist CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/ udlguidelines/principle1

26. Strategic Network activity http://www.youtube.com/watch?v=IGQmdoK_ZfY CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield, MA: Author. Retrieved from ttp://udlonline.cast.org/page/module1/l153/

27. How many times was the ball passed?Did you see anything else?

28. Our brain was focused on seeing how many times the basketball was passed not the monkey • If you didn’t catch the monkey your brain was understanding what was important and the key aspects • But your brain did not see all the necessary steps to complete the project • This shows how the recognition and affective networks work together for learning

29. Strategic Networks - Multiple means of Action and Expression • Part of the brain that gives you not only actions but the plans for actions. • Plans the steps necessary to complete a project • Knowing how to respond to questions on a test • Taking notes (understanding what’s important) • Listening to a lecture (understanding what are the key elements of the lecture).

30. Strategic Networks - Multiple means of Action and Expression • This principles focuses on providing multiple ways for students to express themselves and the ways they can respond to learning environments CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

31. Multiple means of Action and Expression Checklist • Options for students to express their understanding • Options for physical action • Options for executive functions

32. How assistive technology helps with providing multiple means of Action/Expression? • Guideline 4: Provide options for physical actions • Checkpoint 4.2: optimize access to tools and assistive technology • Click and type software, AIMS sot ware, multiple choice questions on interactive Smartboard • Guideline 5: Provide options for expression and communication • Check point 5.2: Use multiple tools for construction and composition • Calculators, spell checkers, computer aides design software, wikis, text to speech software • Guideline 6: Provide options for executive functions • Check point 6.2: Support planning and strategy development • Webspiration, assignment calculator CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

33. Let’s watch this video on ways to include this principle into your classroom http://udlonline.cast.org/page/module1/l170/ CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield, MA: Author. Retrieved from ttp://udlonline.cast.org/page/module1/l153/

34. Additional information:How to provide multiple means of action and expression in relation to each category of UDL checklist http://www.udlcenter.org/aboutudl/udlguidelines/principle2 • Has written examples as well video on how to correctly implement • Ideas of how to implement assistive technologies CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/ udlguidelines/principle1

35. Affective Network activity • You are sitting in algebra class. The teacher is instructing a lesson on equations. • You are thinking “Why is this important. I am not going to use this in my field of study. Who will ask me to prom this year? I wonder what mom is cooking for dinner.”

36. Affective Networks - Multiple means of Engagement • Part of the brain that engages with tasks and influence our motivation to learn. • Develops preferences and establishes priorities and interests

37. Affective Networks - Multiple means of Engagement • This principle focuses on engaging the students and showing them the real world importance of learning the content. CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

38. Multiple means of Engagement Checklist • Gives the student choices • Minimizes distractions • Promotes motivation and self reflection • Goal setting

39. How assistive technology helps with providing multiple means of engagement? • Guideline 7: Provided options recruiting interests • Checkpoint 7.3: Minimize threats and distractions • Pace car • Guideline 8: Provide options for sustaining efforts and persistence • Check point 8.1: Heighten salience of goals and objectives • RubiStar • Guideline 9: Provide options for self-regulation • Check point 9.3: Develop self-assessment and reflection • Learner Diaries, Building Wings Readers CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

40. Let’s watch this video on ways to include this principle into your classroom http://udlonline.cast.org/page/module1/l174/ CAST (2011). Universal Design for Learning Guidelines Checklist version 2.0.Wakefield, MA: Author. Retrieved from ttp://udlonline.cast.org/page/module1/l153/

41. Additional information:How to provide multiple means of engagement in relation to each category of UDL checklist http://www.udlcenter.org/aboutudl/udlguidelines/principle3 • Has written examples as well video on how to correctly implement • Ideas of how to implement assistive technologies CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://www.udlcenter.org/aboutudl/ udlguidelines/principle1

42. Applying the principles to scenarios • This website allows you to practice adding the UDL principles to your classroom as it related to each student needs • It allows you to choice a grade level • It gives you 4 students, their needs and learning preferences, abilities, and difficulties. • http://marylandlearninglinks.org/3816

43. To ensure the principles of UDL are incorporated into each lesson and the needs of ALL students are being met Maryland enacted a UDL Law (HB 59/SB 467)

44. About the Bill • State level bill • Enacted May 4, 2010 • Bill that will help place the principles of UDL into the education systems in Maryland

45. TASK Force • Bill creates a TASK Force(a group of selected people) that explores the incorporation of the principles UDL into the curriculum • The TASK Force: • Study and make recommendations of the feasibility of applying and incorporating the principles of UDL into: • Policies, practices, and curriculum of the education systems in Maryland • Purchases assistive technology • Plans/enacts staff development • Ensures teacher preparation of the UDL principles

46. The ensure all students have access to the use of Assistive Technology a law was made.

47. IDEA 2004 (section 602) Law • In this law it defines assistive technology devices • This law requires assistive technology to be offered to students in order to: • “increase, maintain, or improve functional capabilities of a child with a disability.”

48. IDEA 2004 (section 602) Law • (A) In general.--The term `assistive technology device' means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. • (B) Exception.--The term does not include a medical device that is surgically implanted, or the replacement of such device.

49. Both laws (UDL in Maryland and IDEA 2004) have made learning more accessible to all learners.

50. UDL vs. Differentiated Instruction • Are similar concepts • Share many of the same goals, ideas about learning, and classroom practices • BUT they have their differences.