The Exploration of Universal Design for Learning

1. The Exploration of Universal Design for Learning

2. Federal law (IDEA, NCLB) requires states to provide students with diverse needs—especially those with disabilities—opportunities to access and progress in the general education curriculum. However, providing equal access involves more than supplying every student with a textbook or a computer. Educators must ensure that the curriculum is cognitively challenging and that all students are actively engaged in learning and appropriately supported in order to reduce barriers to the curriculum while maintaining high achievement. The UDL approach considers the needs of the greatest number and range of possible learners and offers educational methods and materials that eliminate costly, cumbersome and after-the-fact adaptations. It requires the collaboration of experts in teaching, educational administration, policymaking, technology and publishing and provides a blueprint for creating flexible goals, methods, materials and assessments that enable all students to succeed in the classroom.

3. Definition • “Universal design for learning is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.”

4. Premises • Diversity is the norm, not the exception • Background • Learning styles • Abilities • Preferences/Interests • Students learn the best through many different modalities and mediums • A universally-designed curriculum is intentionally and systematically designed from the outset to address individual differences rather than after students have not been successful with the current curriculum • Shift from looking at the student to looking at the curriculum www.cast.org

5. Enabling all students to participate in core instruction • Increased supports available for those who require it • Features that allow for advanced organizers • Directs students’ attention toward main goal or purpose of the activity (essential questions)

6. Principles of UDL • Multiple means of representation • Options for perception • Options for language and symbols • Options for comprehension • Multiple Means of Action and Expression • Options for physical action • Options for expressive skills and fluency • Options for executive functions • Multiple Means of Engagement • Options for recruiting interest • Options for sustaining effort and persistence • Options for self-regulation

7. Multiple Means of Representation • Options for perception • Important features: • Provide the same information through different sensory modalities • Provide information in a format that can be adjusted by the user • Need to consider options to: • Customize the display of information • Provide alternatives for auditory information • Provide alternatives for visual information CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA

8. Means of Representation cont’d • Options for language and symbols • Options that define vocabulary and symbols • Options that clarify syntax and structure • Options for decoding text or mathematical notation • Options that promote cross-linguistic understanding • Options that illustrate key concepts non-linguistically CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA

9. Means of Representation cont’d • Options for comprehension • Options that provide or activate background knowledge • Options that highlight critical features, big ideas, and relationships • Options that guide information processing • Options that support memory and transfer CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA

10. Multiple Means of Action and Expression • Options for physical action • Options in the mode of physical response • Options in the means of navigation • Options for accessing tools and assistive technologies CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA

11. Multiple Means of Action and Expression cont’d • Options for expressive skills and fluency • Options in the media for communication • Options in the tools for composition and problem solving • Options in the scaffolds for practice and performance CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA

12. Multiple Means of Action and Expression cont’d • Options for executive functions • Options that guide effective goal-setting • Options that support planning and strategy development • Options that facilitate managing information and resources • Options that enhance capacity for monitoring progress CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA

13. Multiple Means of Engagement • Options for recruiting interest • Options that increase individual choice and autonomy • Options that enhance relevance, value, and authenticity • Options that reduce threats and distractions CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA

14. Multiple Means of Engagement cont’d • Options for sustaining effort and persistence • Options that heighten salience of goals and objectives • Options that vary levels of challenge and support • Options that foster collaboration and communication • Options that increase master-oriented feedback CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA

15. Multiple Means of Engagement cont’d • Options for self-regulation • Options that guide personal goal-setting and expectations • Options that scaffold coping skills and strategies • Options that develop self-assessment and reflection CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA

16. What technology can support UDL? • Digital text • Digital files from publishers – market model • NIMAS/NIMAC files – limited number of individuals have access to these • SOLO Literacy Suite • Kurzweil 3000 • Read and Write Gold • Software that supports varying levels of scaffolding and access • Intellitools Classroom Suite • Clicker 5 • Book Builder

17. Additional UDL supports • www.cast.org • UDL examples – http://udleditions.cast.org • Lesson Builder – http://lessonbuilder.cast.org • UDL Curriculum Self-check – http://udlselfcheck.cast.org • www.gutenberg.org • http://www.cast.org/index.html

18. UDL Curriculum-focus Designed from the onset of instruction Appropriate for all students Examines goals, methods of instruction, materials, and assessments AT Student-focus Often occurs after-the-fact Individualized for one student Attempts to integrate into student’s current curriculum How does this differ from AT?