Universal design for Learning for early childhood

1. Universal design for Learning for early childhood June 13, 2014 Gary Glasenapp glaseng@wou.edu Teaching Research Institute Center on Early Learning Western Oregon University

2. Housekeeping Details • Webinar recorded and available • www.centeroninclusion.org/clearinghouse2.htm • Questions • Evaluations (Survey Gizmo) • Certificates

3. OECIC Webinar Series • April 25, 2014 • Oregon’s QRIS and Supporting Children with Disabilities and their Families • May 16, 2014 • CCR&R and Inclusion • June 13, 2014 • Universal Design for Learning • June 20, 2014 • Response to Intervention

4. Today’s Webinar Outcome Participants will have an understanding of universal design for learning and how it applies to early childhood settings.

5. Session Topics • What is universal design for learning and why it is important • How universal design for learning applies to early childhood • Universal design guidelines and examples

6. What is Universal Design for Learning?

7. Universal Design Terminologyhttp://cast.org/udl/faq/index.html

8. UDL at a Glance Video

9. Universal Design for Learning Definition 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 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. Higher Education Opportunity Act of 2008 (HEOA)

10. Universal Design for Learning Definition from CEC “The design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities” Council for Exceptional Children

11. What is Universal Design for Learning? • A set of principles for curriculum development that gives all individuals equal opportunities to learn • 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 http://www.cast.org/research/udl

12. Universal Design for Learning • Designed from the onset to meet the needs of all children • “Designing for the margins” benefits all learners • Diversity is normal and predictable – need to plan for diversity

13. Universal Design for Learning • More ways for children to • access learning opportunities…. • participate in learning opportunities…. • demonstrate learning…. • Results in more equitable access to the general education curriculum for ALL learners

14. Goals of Universal Design for Learning • Improve access, participation and achievement • Eliminate or reduce physical and academic barriers • Value diversity through proactive design

15. Universal Design for Learning in Early Childhood • UDL in early childhood is… • intentionaldesignof early intervention programs that enable all children to access, engage in, and learn • designing early education environment settings so all children may access and engage in alllearning opportunities based on their individual strengths and abilities in multiple ways. Conn-Powers, Cross, Traub, Hutter-Pishgahi (2006). The universal design of early education: Moving forward for all children. Online: http://www.iidc.indiana.edu/styles/iidc/defiles/ECC/SRUD-MovingForwardArticle.pdf

16. Why is UDL Necessary?

17. Why is UDL Necessary? • Individuals bring variety of skills, needs, and interests to learning • Need to address 3 primary brain networks http://www.cast.org/udl/index.html

18. Why Universal Design for Learning? The universal design of early learning “suggests that instead of creating a curriculum and then adapting it to meet the needs of individual children in the program, it is better to start off with an instructional design which provides learners with a variety of ways to access and process information and demonstrate what they have learned.” Blagojevic, Twomey, & Labas. 2002. Universal design for learning: From the start. Orono, ME: University of Maine. Online:www.ccids.umaine.edu/facts/facts6/udl.htm.

19. Why Universal Design for Learning? • UDL… • stresses the importance of planning learning environments and activities for diverse populations • is creating universally designed settings in which all children and their families can participate and learn • improves educational outcomes for ALL children by ensuring meaningful access to the curriculum within an inclusive learning environment

20. Universal Design for Learning Principles and Guidelines

21. Universal Design for Learning Principles • Principle 1: Provide multiple means of representation – give learners multiple ways of acquiring information and knowledge. (The “what” of learning) • Principle 2: Provide multiple means of action and expression – provide learners alternatives for demonstrating what they know. (The “how” of learning) • Principle 3: Provide multiple means of engagement – to tap into learners’ interests, offer appropriate challenges, and increase motivation. (The “why” of learning) National Center on Universal Design for Learning http://www.udlcenter.org/

22. Video – UDL: Principles and Practice

24. Principles Guiding the Universal Design of Early Education

25. Principles Guiding the Universal Designof Early EducationConn-Powers, Cross, Traub, Hutter-Pishgahi (2006). The universal design of early education: Moving forward for all children. Online: http://www.iidc.indiana.edu/styles/iidc/defiles/ECC/SRUD-MovingForwardArticle.pdf

26. Principles Guiding the Universal Designof Early EducationConn-Powers, Cross, Traub, Hutter-Pishgahi (2006). The universal design of early education: Moving forward for all children. Beyond the Journal, Young Children on the Web. September 2006.

27. Universal Design for Learning Examples

28. A universally designed activity has something for everyone

29. UDL Examples – Multiple Means of Representation (Acquiring Information and Knowledge) • Present information and content in a variety of ways • Auditory, visual, tactile • Songs/music, pictures/photos, visuals, pair visuals with words, assistive technology, sign language • Have a variety materials • Objects/items of different sizes, shapes, textures, colors

30. UDL Examples – Multiple Means of Expression (How Children Demonstrate Learning) • Verbally • In writing • Pointing/touching • Assistive technology (switches)

31. UDL Examples – Multiple Means of Engagement (Stimulating Interest and Motivation) • Relevant materials/items • Relevant activities • Multiple choices/options • Multiple opportunities for peer collaboration and sharing

32. UDL Resources

33. UDL Resources • National Center on Universal Design for Learning (at North Carolina State University) http://www.udlcenter.org/ • Center for Applied Special Technology (CAST) www.cast.org • Building Inclusive Child Care – Universal Design for Learning video. www.northampton.edu/early-childhood-education/partnerships/building-inclusive-child-care.htm

34. UDL Resources • Building Inclusive Child Care – Questions to Consider in UDL Observations of Early Childhood Environments and Early Childhood Inclusion/Universal Design for Learning Checklist http://www.pakeys.org/uploadedContent/Docs/Higher%20Ed/CunconanLahr%20Kennedy%20Stifel%20Universal%20Design%20for%20Learning%20handout%202.pdf

35. Questions?