National UDL Task Force

1. National UDL Task Force

2. UDL Task Force • More than 30 national education and civil rights organizations • Complete list: www.udl4allstudents.org

3. The Challenge All students have different learning needs, abilities, and preferences

4. The Need Provide learning opportunities in the general education curriculum that are: INCLUSIVE and EFFECTIVE FOR ALL

5. Universal Design for learning “A scientifically valid framework for guiding educational practice” (Source: Higher Education Opportunity Act of 2008)

6. Universal design for learning… • “provides flexibility in the ways • information is presented • Students respond or demonstrate knowledge and skills • Students are engaged” • (Source: Higher Education Opportunity Act of 2008)

7. Universal design for learning… • reduces barriers in instruction • provides appropriate accommodations [and] supports … • maintains high achievement expectations • (Source: Higher Education Opportunity Act of 2008)

8. Civil Rights Legacy – Universal Design Universal Design: Access for everyone! Old design: Some are denied

9. Universal Design “Consider the needs of the broadest possible range of users from the beginning” -- Ron Mace

10. Universal design principles • Not an afterthought: Full access is designed from the outset • More cost-effective than retrofitting • More elegant and easy-to-use

11. Universal design (UD) examples • Ramps and curb cuts • Digital books with text-to-speech • TV and video captioning • Easy-grip tools • Electric doors

12. Universal design for learning Combines new insights from brain research about the nature of learner differences … … with a century of best practices in progressive education.

13. Defining UDL • Principles laid down by CAST in the 1990s • Federal support for UDL research, dissemination since 1999 • Defined by federal statute in 2008 Higher Education Opportunity Act

14. Universal design for learning • Eliminating or reducing barriers to academic success for all students • Valuing diversity in the classroom through proactive design of inclusive curriculum

15. Why UDL? • Schools are working to improve academic performance; • Today’s classrooms include many diverse learners; • THUS, schools need to find ways to better meet the needs of all students!

16. UDL offers all students… • More ways to access … • More ways to participate … • More ways to demonstrate learning…

17. UDL principles in action

18. What are the UDL Principles? In each area of the curriculum provide varied and flexible options for: • Representing information • Action and expression • Engagement

19. Multiple Representations of Information Examples • Offer text-to-speech, video, audio, and other multimedia; integrate assistive technologies into learning environment • Provide vocabulary support and background knowledge • Highlight critical features & main ideas

20. Multiple Means of Action and Expression Examples • Let students show what they know with voice recording, graphic displays, performance, etc. • Provide models of expert performance • Offer executive-function supports such as graphic organizers, outlines, etc.

21. Multiple Means of Engagement Examples • Vary levels of challenge and support to prevent frustration or boredom • Tie work to real-world examples • Where possible, give choices • Teach self-assessment and reflection

22. UDL applies to the whole curriculum

23. Goals Traditional UDL • Learning goals may get skewed by the inflexible ways and means of achieving them. • Learning goals are attained in many individualized ways, by many customized means.

24. Materials Traditional UDL • Mostly print and everyone gets the same materials. • Few options • Variety of materials, media, and formats to reach learners with diverse abilities, styles, and needs equally well.

25. Methods Traditional UDL • Teacher-centered (lecture) • Homogeneous grouping • Burden on student to adapt to “get it” • Interactivity • Heterogeneous grouping • Rich supports for understanding, independent learning

26. Assessment Traditional UDL • Many possible means as long as they measure learning! • Supports instructional improvement • Confuse goals with means • Summative – when it’s too late to adjust instruction!

27. UDL Guidelines

28. UDL Guidelines • In-depth guide for practical application • Resource for curriculum developers • Checklists for teachers • Go to www.udlcenter.org

29. With UDL, more students are… • Engaged in their own education • Learning at greater breadth and depth • Achieving at higher levels • Motivated to continue learning

30. More educators are… • Teaching effectively in classrooms with diverse student needs • Spending more time on instruction and facilitating learning • Helping ALL learners succeed

31. Local and state supports for UDL • Local • Evolution of general educator and special educator roles • State • State standards and benchmarks • Curriculum adoption policies • Professional development initiatives

32. Federal supports for UDL Statutes and regulations • No Child Left Behind Act (NCLB) • Individuals with Disabilities Education Act (IDEA) • National Instructional Materials Accessibility Standard (NIMAS) • Higher Education Opportunity Act (HEOA)

33. Higher Education Opportunity Act • Defines UDL • Technical assistance for UDL practice • Infuses K-12 teacher prep with UDL • Report cards by States and IHEs on UDL implementation

34. Federal investment in UDL US Department of Education • Office of Special Education Programs • Institute for Education Sciences • Office of Postsecondary Education National Science Foundation

35. UDL informs product development

36. UDL informs product development

37. What can you do now? • Apply UDL to your instruction • Demand universally-designed products • Share your UDL resources and lesson plans with others • Advocate curriculum adoption policies that require UDL principles

38. For More Information • National UDL Task Force www.udl4allstudents.org • CAST www.cast.org • National UDL Center www.udlcenter.org

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