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The Role of Universal Designs for Learning in Student Access, Participation, and Outcomes: What School Psychologists Nee

Kathleen A. King & Amanda L. Sullivan Equity Alliance at ASU, Arizona State University. The Role of Universal Designs for Learning in Student Access, Participation, and Outcomes: What School Psychologists Need to Know. Acknowledgement. Learner Objectives.

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The Role of Universal Designs for Learning in Student Access, Participation, and Outcomes: What School Psychologists Nee

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  1. Kathleen A. King & Amanda L. Sullivan Equity Alliance at ASU, Arizona State University The Role of Universal Designs for Learning in Student Access, Participation, and Outcomes: What School Psychologists Need to Know

  2. Acknowledgement

  3. Learner Objectives

  4. Expanding Roles of School Psychologists From Principles for Professional Ethics Guidelines for the Provision of School Psychological Services

  5. Towards a Broad-Based Model “School psychology as a field has matured from its roots in educational assessment and psychology to a broad-based model of service delivery and system change, within a prevention-focused context.” From NASP. (2006). School Psychology: A Blueprint for Training & Practice III. Bethesda: Author. (p. 2)

  6. Tensions School Psychologists Face Student Unit of Analysis System Strategic Intervention Reaction Prevention Focus of Practice Measurement Design Access to Services and Supports Segregated Inclusive Universally Designed Opportunities to Learn Retrofitted

  7. Universal Designs for Learning

  8. What is Universal Design?

  9. Universal Designs(UD) • Originated in • architecture to • ensure equitable • accessto spaces • and products. • “The design of all products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation of specialist design.” Ron Mace, architect

  10. Universal Designs: Foregrounding Equity People who are considered different by those in the majority have a long history of exclusion & denied access. Universal Design (UD) = Equitable opportunities & access to information & participation

  11. Universal Designs: Foregrounding Culture Our vision of UD is one in which the cultural and historical experiences of diverse individuals promote powerful possibilities for their access and participation in physical, social, and learning environments.

  12. Universal Designs:Expanding Views on Access

  13. UD Promotes Access through 7 Principles: Equitable Use Flexibility Simple, intuitive designs Perceptible information Tolerance for error Minimal physical effort Appropriate size and space for approach and use (Center for Universal Design, 1997)

  14. Equitable Use The design is useful and marketable to people with diverse abilities. (Center for Universal Design, 1997). Information about and availability and access to the space or place is essential.

  15. Flexibility in Use The design accommodates a wide range of individual preferences and abilities. (Center for Universal Design, 1997). CC Off CC On

  16. Simple & Intuitive Use Use of the design is easy to understand, regardless of the user’s experience, knowledge, language, or current concentration level. (Center for Universal Design, 1997).

  17. Perceptible Information The design communicates necessary information effectively to each user, regardless of ambient conditions or the user’s sensory abilities. (Center for Universal Design, 1997).

  18. Tolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions. (Center for Universal Design, 1997).

  19. Low Physical Effort The design can be used efficiently and comfortably, with a minimum of fatigue. (Center for Universal Design, 1997).

  20. Size & Space for Approach & Use Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility. (Center for Universal Design, 1997).

  21. An 8th Principle: Fully Inclusive The design ensures the individual’s right to participate as well as the emancipatory impact on both the community and the individual. (photos taken by Julia Freeman-Woolpert)

  22. UD Promotes Access through 8Principles: Equitable Use Flexibility Simple, intuitive designs Perceptible information Tolerance for error Minimal physical effort Appropriate size and space for approach and use (Center for Universal Design, 1997) Fully Inclusive

  23. Universal Designs for Learning (UDL)

  24. Universal Designs for Learning (UDL) UDL extends UD to the field of education. The term UDL was coined by the Center for Accessing Special Technology (CAST) in the 1990s, and defined as a method to minimize barriers that students may experience when learning new concepts.

  25. Universal Designs for Learning (UDL)

  26. UDL as a Lens for School Psychologists Universally Designed Curriculum & Instruction Universal Designs for Learning Universally Designed Environments

  27. Universally Designed Curriculum & Instruction Accommodates a variety of ways in which culture influences and is constructed in the learning community, which in turn, impacts: • The ways in which information is presented • The ways in which students respond or demonstrate their knowledge • The ways in which students are engaged

  28. Understand and Set Outcomes Broadly (Rose & Meyer, 2002) Multiple pathways for producing desired product /performance with consideration of diverse students’ experiences, skills and abilities. Every student will be able to write in cursive Every student will create an essay

  29. Student Outcomes in Language Arts Outcome: Students will demonstrate knowledge of a culturally relevant folktale by making inferences & predictions.

  30. Media, Materials & Methods • Alternate and multiple representations, print alternatives, use of digital content. • Presentation of concepts in multiple ways.

  31. Media, Materials & Methods

  32. Assessment Provides teachers and learners with information that helps them adjust: • Inputs • Processes • Student Practice • Feedback

  33. Assessment Consider: The student’s summative knowledge of the process of erosion What is the teacher trying to find out? Needs assistance accessing printed text What are the student’s learning needs? Uses text to speech software for access to curriculum content What supports and strategies does the student use regularly? Demonstrates knowledge verbally, through drawing, or through voice-to-text word processing software

  34. Accounting for Diverse Learners in Universally Designed Assessment of Student Learning

  35. Student-Centered Learning Environment

  36. Student-Centered Learning Environment Space Communication Participation Feedback Engagement Motivation Regard

  37. Student-Centered Learning Environment Expression Presentation Engagement Rose and Meyer, 2002

  38. Student-Centered Learning Environment Digital Text Features: Size Color Read Aloud Conversion to • Recognition Learning Recognition Learning Presentation

  39. Applying the UDL Framework to the Social Learning Environment • Strategic Learning Digital Text Student Responses Expression Drawing software Note-taking Alternatives Voice Recording

  40. Applying the UDL Framework to the Social Learning Environment ^More Challenging v Less Challenging LOOK up a word Find out more • Affective Learning Engagement

  41. UDL: Focus on Multiple Means for Action and Expression How does the social environment in the classroom or school support multiple means of student participation?

  42. UDL: Focus on Multiple Means of Engaging Students

  43. UDL as a Lens for School Psychologists FOR SOME FOR MOST FOR ALL

  44. Bringing It All Together

  45. Shifting Focus • “School psychologists function as change agents, using their skills in communication, collaboration, and consultation to promote necessary change at the individual student, classroom, building, and district local, state, and federal levels.” From Principles for Professional Ethics Guidelines for the Provision of School Psychological Services

  46. Facilitating Change

  47. Improving Systems through School-Based Research & Planning Adapted from http://nasponline.org/about_sp/whatis.aspx

  48. Post-Session Activities Visit http://urbanschools.org/professional/module_4.html to access the Professional Learning Module on UDL • Explore the activities provided in the Participant Handouts of each academy with colleagues or individually • Consider leading an in-service on UDL at your school

  49. Contact Kathleen.A.King@asu.edu Amanda.L.Sullivan@asu.edu www.equityallianceatasu.org www.nccrest.org www.niusileadscape.org www.urbanschools.org

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