Three Important Trends

1. The Promise of Universal Design for Learning for the Classroom of the Future: Assuring Access and Success for All Students Frances Smith, Ed.D, CVE – Coordinator of Technology & Distance Education/ Collateral Faculty, VDOE Training & Technical Assistance Center | School of Education, Virginia Commonwealth University Mark Nichols, M.Ed - Coordinator of Assistive Technology - Loudoun County Public Schools Estela Landeros-Dugourd, M.A. - Coordinator of Assistive Technology – VDOE Training & Technical Assistance Center / Kellar Institute for Human disAbilities at GMU

2. Three Important Trends • Assistive technology has proved to be instrumental in making general education curriculum accessible to students with special needs. • School administrators are paying closer attention to these students. • The innovation of technology is becoming easier to use and customize, more powerful, and at a lower cost.

3. “Consumer products and base technologies are increasingly incorporating accessibility and universal design features. The potential exists for innovative applications to be developed as part of mainstream education and consumer products.” • National Center on Technology Innovation (2005). Moving towards solutions: Assistive and learning technology for all students. - Key findings . Retrieved October 14, 2008 from http://www.national techcenter.org

4. Unleashing the power of innovation…… • “..applications designed for the disabled are crossing over in the mainstream, blurring the distinctions between AT and consumer technologies. Text-to-speech is an integral part of in-vehicle GPS units and cell phones; screen magnifiers help consumers with shrinking screen sizes/ and captions on TV and internet video are being used to reinforce language learning….” • 5 Themes Define State-of-the Art AT • Convergence of tools • Customizability/ universal design for learning • Portability • Research • Interoperability National Center on Technology Innovation (2009). Unleashing the Power of Innovation for Assistive Technology. Retrieved November 29, 2009 from http://www.national techcenter.org

5. UD defined in the laws • Universal design means a concept of philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include properties and services that are directly usable (without requiring assistive technologies) and products and services that are made usable with assistive technologies. (The Assistive Technology Act of 1998, Pub. L. 105-394)

6. UDL in IDEA 2004 UD defined in the laws • Universal Design for Learning (UDL) is an approach to teaching, learning, curriculum development and assessment that uses new technologies to respond to a variety of individual learner differences. IDEA 2004 defines Universal design using the same definition as the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002. (34CFR§ 300.44)

7. UDL in Higher Education Opportunity Act [HEOC] 2008 • ``(24) Universal design for learning.--The term `universal design for learning' 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.''

8. 7 FoundationalPrinciples of Universal Design “Design Pioneer and Visionary of Universal Design Ron Mace was a nationally and internationally recognized architect, product designer and educator whose design philosophy challenged convention and provided a design foundation for a more usable world. He coined the term "universal design" to describe the concept of designing all products and the built environment to be aesthetic and usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life. He was also a devoted advocate for the rights of people with disabilities which is reflected in his work. “ (http://www.design.ncsu.edu/cud/about_us/usronmace.htm)

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

10. Examples of Universal Design Closed Captioning Automatic Door Openers • Curb cuts and ramps • Elevators that talk to you • Door handles rather than knobs • Special pen shapes that are easier to hold Curb Cuts

11. Universal Design for Learning (UDL)

12. UDL Origins and Definition • Books and other curricula materials are often inaccessible to students …presents a barrier as a fixed media The Center for Applied Special Technology (CAST) http://www.cast.org

13. 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.

14. “In the neural network of the brain, CAST research has identified three interconnected systems essential for learning and important in understanding differences:recognition, strategic and affective systems http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_3.cfm

15. UDL and Recognition Brain Networks Recognition networks: “the what of learning” identify and interpret patterns of sound, light, taste, smell, and touch Everyday examples of recognition networks in action include identifying ingredients for recipes, telling the difference between shampoo and shaving cream so you can wash your hair, identifying the smell of freshly cut grass, recognizing the sound of pain or joy, etc. Center for Applied Special Technology, http://www.cast.org

16. Supporting Recognition Learning • Provide alternative formats for presenting information • Provide multiple examples • Highlight critical features • Provide multiple media and formats • Support background context Center for Applied Special Technology, http://www.cast.org

17. Recognition: Provide multiple examples • Pair visual information with auditory information • Doing hands-on activities • Using graphic organizers • Using active note-taking Center for Applied Special Technology, http://www.cast.org

18. UDL and Strategic Brain Networks Strategic networks: “the how of learning” plan, execute, and monitor actions and skills In learning situations, the strategic networks are critical. Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lecture Center for Applied Special Technology, http://www.cast.org

19. Supporting Strategic Learning • Provide flexible models of skilled performance • Provide opportunities to practice with supports • Provide ongoing, relevant feedback • Offer flexible opportunities for demonstrating skill • Provide alternative means for action and expression Center for Applied Special Technology, http://www.cast.org

20. Provide Multiple Means For Expression • Allow student to dictate test answers and written assignments • Allow some to use pictorial representation– or a model • Allow the use of a word processor or word prediction program to aid the writing process Center for Applied Special Technology, http://www.cast.org

21. UDL and Affective Brain Network Affective networks: “the why of learning” • The affective networks are located at the core of the brain and enable us to engage with tasks and influence our motivation to learn. They are responsible for developing preferences and establishing priorities and interests. • In learning situations, affective networks are essential to wanting to learn. Center for Applied Special Technology, http://www.cast.org

22. Supporting Affective Learning • Provide alternative means for engagement • Offer choices of content and tools • Offer adjustable levels of challenge • Offer choices of rewards • Offer choices of learning context Center for Applied Special Technology, http://www.cast.org

23. UDL Guidelines

24. 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.

25. 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.

26. 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

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

28. The Importance of Assistive and Instructional TechnologyEstela Landeros-DugourdT/TAC @ George Mason University

29. AT, UDL and Differentiated Instruction • Embrace students’ differences • Allow choices to engage and motivate • Provide flexible grouping • Allow variety of materials to demonstrate learning

30. Embrace students’ differences

31. Embrace students’ differences

32. Encourage Writing

33. Encourage Writing

34. Encourage Reading How can I use mobile devices?

35. Portable MP3 Player Smaller tools/ expanded access….a portable pack to go! Netbooks Portable Scanner

36. Enhancing organization skills

37. Enhancing organization skills

38. Free tools Portable access Innovative application Integrated assistive access Universally designed An Innovative Open Source Idea

39. Allow choices to motivate and engage

40. Allow choices to motivate and engage

41. The modern classroom Source: www. smarttech.com Source: www.smarttech.com

42. Other helpful tools

43. UDL Applied in a Local School DivisionMark Nichols Loudoun County Public Schools

44. Loudoun County Public Schoolshttp://www.loudoun.k12.va.us http://www.loudoun.k12.va.us/at

45. Collaboration