Universal Design for Learning in Postsecondary Settings

1. 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

2. National UDL Task Forcewww.udl4allstudents.org – RickiSabia, Chair • 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

3. Higher Ed and Transition to Employment Groups on Task Force • 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

4. UDL in Federal Policy and Legislation • 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

5. State-level UDL PolicyExample: Maryland UDL Statute • 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

6. Key Points in this Presentation • 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.

7. Basic Framework & Principles in Relation to Post-Secondary ID Programs

8. Recognition Strategic Affective It begins with Neural Networks

9. It extends the architectural concept of Universal Design

10. To the Four Components of the Curriculum • Goals • Methods • Materials • Assessment To change one size fits all

11. Challenge #1: Increase Recognition

12. Challenge #2:Increase Strategic Output

13. Challenge #3:Enhance Involvement

14. The 3 Principles of UDL • Multiple Means of Representation • To increase recognition • Multiple Means of Expression • To expand strategic output • Multiple Means of Engagement • To enhance involvement

15. Representation • Offer Alternatives: • Audio amplification; multimedia • Concept maps; structural scaffolds • Visual & audio recording • Guided notes • Timer/pacing indicator

16. Expression • Offer Alternatives: • Interpreting Q & A (large group) • Follow-up discussion (small group) • Assigned Note-takers • Online discussion forums • Project-based learning & outputs • Office hours

17. Engagement • Connect: • The primacy of questions • The power of personal anecdote • Facilitate class interaction • Affect, not data • Eye contact • Direct & timely feedback • Online networking

18. A Resource • The UDL Guidelines http://www.udlcenter.org/aboutudl/udlguidelines

19. UDL in relation to ID & Post-Secondary Experiences • Essential content • Different means of initial learning • Different means of reinforcement • Multi-media; interactive content; multi-sensory • Opportunities for practice

20. UDL in relation to ID & Post-Secondary Experiences • Age-appropriate life experiences & models • Connections to the community • Inclusion extended to Post-Secondary • Cross-campus dialogue • Student goals & school goals

21. Program example #1 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 components Post-secondary experiences with student mentors Non-matriculated. 2 years. Developmental credits.

22. Program example #2 Inclusive living & some college coursework University of Vermont (one of 27 new 2010 programs) Grew from “Think College” initiative (ICI-Mass) Non-matriculating, student cohorts Optional: 1 year Professional study certificate w 3 courses; 1 academic, 1 interest, 1 employment University student peer mentors Participatory action research (disabled & non-disabled) Collaborations: 1) Howard Center – Succeed Program 2) Trinity College, Dublin (presentations)

23. Program example #3 National Coordinating Center for TPSID Institute 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

24. “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.” John Fitzgerald Kennedy

25. The Relevance of UDL for Persons with Intellectual Disabilities

26. Self-Determination • 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

27. What UDL Brings to Changing Instruction in Postsecondary Education

28. The Higher Education Opportunity Act of 2008 • 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)].

29. “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.” Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151.

30. T-560: Meeting the Challenge of Individual Differences, offered at the Harvard Graduate School of Education. • 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

31. Promising Practices 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

32. http://enact.sonoma.edu/udl • 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

33. Universal Design for Learning – Implications for Career Assessment and TransitionGW University (2003-2011) • 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

34. VCU Research Study, “Application of the Universal Design for Learning Framework to a Required Postsecondary Course.” S. Croasdaile and F. G. Smith (2009-present) • 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

35. UDL Postsecondary Resources

36. National UDL Iniatives

37. NEW: National UDL Taskforce

38. For more information • Visit our presentation wiki at: • http://udlpostsecondary.pbworks.com/