Universal Design for Learning:

1. Universal Design for Learning: Jamie Washington Walden University EDUC 7109 Dr. Timothy Green October 16, 2011 A framework for access and equity

2. Universal Design: What is it?

4. Inspiration for UDL “Consider the needs of the broadest possible range of users from the beginning.” – Ron Mace, architect.

5. Inspiration for UDL “We can whenever and wherever we choose, successfully teach all children... we already know more than we need to know in order to do that.” Ron Edmonds, educator

6. Principles of Universal Design • Not a one size fits all approach • Design includes accommodations in the beginning, not added on after design is complete • Increase access opportunities for all

7. Understanding UDL

8. UDL and the 3 Neural Networks

9. Recognition Network The functions of the recognition networks occur in the back of the brain enabling learners to identify and interpret patterns of light, sound, taste, smell, and touch. This network allows learners to be able to recognize faces, voices, letters, words, songs, etc.

10. To reach children effectively in the recognition network you must use multiple ways of presenting information such as: • Audio/Speech • Video • Graphics • Text The more ways in which information is presented, the more opportunities you have to reach all learners.Click the link to explore more ideas: http://differentiationcentral.com/resources.html

11. Strategic Networks • The functions of the strategic networks are located primarily in the frontal lobes, enabling learners to plan, execute and monitor progress in virtually everything that is being done. These networks are so efficient that these processes take place without the learner being aware of the planning, organization, and monitoring of actions that are taking place.

12. To reach children effectively in the strategic network you must allow students choice and flexibility to demonstrate what they have learned. Ways to do this include: • Writing • Podcasts • Wikis • Blogs • Illustrations • Acting • Creating a model Click the link to explore more ideas: http://differentiationcentral.com/resources.html

13. Affective Networks The functions of the affective network occur in the core of the brain, allowing learners to become engaged and interested in learning. It also allows learners to evaluate patterns in content and assign emotional significance to them.

14. To reach children effectively in the affective network you must provide multiple, flexible methods of engagement based on their learning styles, interests, and motivation levels. Some ways to do this include: • Offering choices of content and tools based on students’ interests. • Providing varying levels of challenge so all students are working at their appropriately challenging skill level. • Offer various rewards for meeting learning goals based on students interest • Offer choice in the structure of assignments (independent or collaborative.

15. Technology and UDL Technology and digital media have a central role in UDL.

16. Technology and UDL Traditional instruction has relied on speech and print text, creating a barrier for many students. Technology allows for teachers to create individualized, flexible instruction for all learners

17. Who benefits from UDL All Learners! “From pre-kindergarten to graduate school, classrooms usually include learners with diverse abilities and backgrounds, including students with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, varied preferences and motivations for learning, students who are unusually gifted, and many others… A universally designed curriculum is designed from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to curriculum unnecessary” (http://www.cast.org/udl/faq/index.html).

18. Who benefits from UDL • EBD • ADD • ADHD • Gifted • English Language Learners • SLD • Culturally diverse learners Universal Design for Learning is a benefit to all learners

19. Why UDL? “UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs” (CAST.org).

20. Principle One: Multiple Means of Representation • Powerpoint • Podcasts • iPads • eBooks • Oral lectures • Interactive White Boards • Interactive tables Kindergarten students using a Smart interactive table. Westbury Schools. (March17, 2011) http://www.westburyschools.org/page.aspx?name=news&newsid=54

21. Principle Two:Multiple Means of Action and Expression • Wikis • Blogs • www.glogster.com • iMovies • Microsoft Photo story Sample glogster Minnesota State University. (2006) Glogster Tutorial. http://appserv.mnstate.edu/instrtech/its/main.php?id=1&menu=1&show=web20&page=tut4

22. Principle Three:Multiple Means of Engagement • Online Collaboration • Skype • Google Docs • Webquests • Virtual Field trips Students skyping with native American students in a neighboring city. Stratford Community School District. www.stratford.k12.ia.us/mainpage.htm

23. Technology and Student Learning • Digital media offers many benefits • Versatility: Material can be presented in multiple formats, i.e. pictures, audio, text, video or a combination of some or all. Students can then access information in their preferred medium. • Transformation: Students can access the same content in a variety of ways, with larger text size, higher volume, adjusting the contrast on video, and content can be translated into a students primary language. • Networkability: Teachers can link content to other digital media and give students access to other digital tools such as thesauruses, dictionaries, videos, or glogsters.

24. CAST CAST (The Center for Applied Special Technology), founded in 1984, is a nonprofit organization devoted to research and development to expand educational opportunities for all, especially those with disabilities, through Universal Design for Learning. Through their website, CAST offers a number of resources and tools to help teachers learn more about and implement UDL. (CAST.org) CAST has earned international recognition for its innovative contributions to educational products, classroom practices, and policies. Its staff includes specialists in education research and policy, neuropsychology, clinical/school psychology, technology, engineering, curriculum development, K-12 professional development, and more. (CAST.org)

25. CAST Tools • CAST UDL lesson plan archives (http://lessonbuilder.cast.org/explore.php)

26. CAST Tools • CAST Ideas and Information (http://www.cast.org/teachingeverystudent/ideas/)

27. CAST Tools • AST Classroom profile (http://www.cast.org/teachingeverystudent/tools/classprofile.cfm)

28. UDL links • View tools, resources and sample lessons for implementing UDL in the language arts classroom: https://sites.google.com/site/udllanguagearts/useful-links • Use the Class Profile Maker to better understand and reach your students: http://www.cast.org/teachingeverystudent/tools/classprofile.cfm • A website for science teachers on how to enhance access to the general curriculum for students with disabilities: http://www.k8accesscenter.org/index.php • View sample UDL lesson plans in all subject areas: http://macombschools.org/UDL-E3T/index.cfm • Visit the CAST website for UDL information, resources and tools: http://cast.org/ • For more information on brain research and UDL , read Teaching Every Student in the Digital Age: Universal Design for Learning: http://www.cast.org/teachingeverystudent/ideas/tes/

29. References Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/