Contours of Inclusion: The Intersection between the Arts and Universal Design for Learning

1. Contours of Inclusion: The Intersection between the Arts and Universal Design for Learning

2. What is Universal Design? "The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies." (Section 3(17)of Assistive Technology Act of 1998)

3. What is Universal Design? • Not one size fits all – but alternatives for everyone. • Not added on later – but designed from the beginning. • Not access for some – but access for everyone.

4. What do we mean byUniversal?

5. What do we mean byDesign?

6. What do we mean byLearning? Knowledge Multiple representations of information Skills Multiple optionsfor expression and action Affect Multiple meansof engagement

7. Barriers • We find barriers to our goals many places in nature.

8. Barriers

10. Universal Design in Architecture “Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace -Center for Universal Design at North Carolina State University, 1989 • Translate to Universal Design for Learning • The “danger” the retrofit (fixing up after the design is complete)

11. Technology Can Support Learningin Thoughtful, Elegant Ways

13. What is the link between architecture and curriculum? “Consider the needs of the broadest possible range of users from the beginning” -- Architect, Ron Mace

14. Barrier “free” architecture usually benefits all users curb cuts ramps, elevators door handles Accessible schools and accessible tools are needed benefits observed for many Frequently, curriculum presentation creates barriers

15. A UDL approach assumes that students with varying needs will be involved in learning, and that the curriculum: the goals, the instructional methods, the assessments, and the materials need to address this diversity.

16. Universal Design for Learning • Curricula and tools designed to meet the needs of all learners • Supports for diverse learners built in from the start • Frequently more effective for all learners, even “typically developing”

17. UDL Principles • Provide alternative formats for presenting information (multiple or transformable accessible media). • Provide alternative means for action and expression (write, draw, speak, switch, graphic org., etc.). • Provide alternative means for engagement (background knowledge, options, challenge and support).

18. Representation • How is content presented? • How do students create meaning?

21. Tale of Two Cities …It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of wisdom, IT WAS the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, IT WAS the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way- in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only. There were a king with a large jaw and a queen with a plain face, on the throne of England; there were a king with a large jaw and a queen with a fair face, on the throne of France. In both countries it was clearer than crystal to the lords of the State preserves of loaves and fishes, that things in general were settled for ever.

22. Examples in CAST Work Representation “Google Project” www.cast.org

23. Guidelines in Representation • Extract important information • Rely on context and background • Make connections • Give meaning to abstract representations

24. Represent information in multiple ways • multiple formats and media • multiple examples • critical features • context and background knowledge

25. What’s the Sum? Strategic 2 + 3 = 5 5 + 8 = 1 9 + 8 = 5 6 + 4 = 10 11 7 + 2 = 2 + 9 = 9 4 + 9 = 1 4 + 3 = 7

26. What’s the Sum? 9 + 1 = 10 9 + 2 = 9 + 3 = 9 + 4 = 9 + 5 = 9 + 6 = 11 12 1 2 3

27. 12 3 9 6

30. Expression & Action • Provide motor control for skilled actions • Plan strategies for solving problems • Use feedback to modify • Active during learning or “effort” • Monitor routines

31. Examples in CAST Work www.cast.org

32. Supporting Strategic Provide multiple pathways for action and expression • flexible ways to demonstrate learning • models • feedback • practice (with supports) • problems to solve

33. Engagement • What will make this interesting? • What will make this challenging?

34. How do you like this?

35. How tall is a female if her femur is 46.2centimeters long? (h = height)

36. Affect • Influence choices • Filter out unimportant • Focus us toward challenging, enjoyable

37. Examples in CAST Work www.cast.org

38. Supporting Engagement Provide multiple ways to engage • Choices • Content • Tools • Rewards • Context • Levels of challenge

39. Principles of UDL Provide multiple… • representations of content (Recognition) • pathways for action and expression (Strategic) • ways to engage (Affective)

41. www.cast.org