Universal Design for Learning (UDL) and the Transition Journey: Better Transition Planning by Design

1. Universal Design for Learning (UDL) and the Transition Journey: Better Transition Planning by Design Dr. Fran Smith, CVE Dr. Joanne Karger, JD 2011-12 Post-doctoral UDL Fellows CAST and Boston College Lynch School of Education

3. Emergence of UDL

4. Some Stats… Unemployment Rate (March, 2012) U.S. Dept. of Labor, Office of Disability Employment Policy (2012)

5. Percent Young Adults w/Disabilities Employed 8 Years After High School (NLTS2, 2011)

6. Percent Young Adults w/Disabilities Employed 8 Years After High School (NLTS2, 2011)

7. Percent Young Adults w/Disabilities Ever Enrolled in Postsecondary School 8 Years After High School (NLTS2, 2011)

8. SWD Exiting High School (2008-2009) Source: www.IDEAdata.org, Exiting data, 2008-2009 school year

9. Transition Planning under IDEA “providing effective transition services to promote successful post-school employment or education is an important measure of accountability for children with disabilities.” 20 U.S.C. § 1400(c)(14)

10. Transition Planning under IDEA… IEP must include: • Appropriate measurable post-secondary goals based on age appropriate transition assessments. • Statement of transition services (including courses of study) necessary to help student reach post-secondary goals. • 20 U.S.C. § 1414(d)(1)(A)(i)(VIII)

11. Transition Services under IDEA • “Coordinated set of activities… designed to be within a results-oriented process,” focused on improving academic and functional achievement to facilitate movement from school to post-school activities; • Based on child’s needs, taking into account child’s strengths, preferences, and interests; and • Includes instruction, related services, community experiences, development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. 20 U.S.C. § 1401(34)(A)

12. Accessible Instructional Materials (AIM) Students with disabilities who need AIM have the right to receive these materials in a timely manner. 34 C.F.R. § 300.172(b)(3)

13. Let’s Not Forget Section 504… • Prohibits discriminatory actions that deny comparable aids, benefits, and services. • Requires aids, benefits, and services to be “equally effective” – must provide “an equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement….” 34 C.F.R. § 104.4(b)

14. http://www.corestandards.org/ College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations Range and content

15. UD and UDL defined in law The term “universal design” has the meaning given the term in section 3002 of title 29 [Assistive Technology Act of 1998, as amended]. 20 U.S.C. § 1401(35) 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. 20 U.S.C. §1003(24) UD in IDEA (2004) UDL in HEOA (2008)

16. National Education Technology Plan (2010) Emphasized use of technology to promote personalized learning that is more participatory and engaging. Discussed UDL as a framework that can benefit all learners, in particular those that have been underserved.

17. The Power of Digital Media Digital media are versatile. Digital media are transformable. Digital media are dynamic by nature. Digital media can be manipulated. Rose, D. H. & Gravel, J. W. (2012). Curricular opportunities in the digital age Boston: Jobs for the Future. Retrieved online from http://www.studentsatthecenter.org/papers/curricular-opportunities-digital-age

18. Universal Design for Learning (UDL)

19. Origins of Universal Design for Learning (UDL) CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactionswith inflexible educational goals, materials, methods, and assessments.” Teaching Every Student in the Digital Age, p. vi http://www.udlcenter.org/

20. UDL Origins • UDL moves away from deficit model of disability - learner variability is viewed as a function of barriers in curriculum/environment. • Books and other curricula materials are often inaccessible to students …present a barrier as a fixed media.

21. Why UDL? A framework focused on developing learner expertise

22. Different Ways of Knowing—Daniel Tammet

23. Learner variability is the norm! • http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore Learners vary in the ways they take in information Learners vary in their abilities and approaches Learning changes by situation and context Learners vary across their development

24. Three Key Findings “Students come to a classroom with preconceived ideas about how knowledge works and their initial understanding needs to be engaged. Learning transfer is heightened or hampered by the orientation of this prior knowledge ” “Distinctions are evident between expert and novice learners. Experts are able to notice, organize, and interpret information more successfully than novices. Experts have developed the skills to quickly recognize patterns in information and organize knowledge around key concepts. “Students need to develop a metacognitive approach to learning so that they can self-assess, understand, and appreciate their strengths and differences ” Bransford, Brown, & Cocking (2000). How people learn: Brain, mind, experience, and school. Washington: National Academy Press

25. “As a Platform for Student Centered Learning… • “..the term UDL emphasizes the special purpose of learning environments….they foster changes in knowledge and skills that we call learning” • “…success also requires that the means for learning– the pedagogical goals, methods, materials and assessments….are accessible…to all students” Rose, D. H. & Gravel, J. W. (2012). Curricular opportunities in the digital age Boston: Jobs for the Future. Retrieved online from http://www.studentsatthecenter.org/papers/curricular-opportunities-digital-age

26. 3 Networks = 3 UDL Principles Principles

27. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdfhttp://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

28. Multiple Means ofRepresentation/ Recognition Examples • Text-to-speech • Video with captioning • Built-in talking glossary • Built-in language translation • Highlight phrases/patterns • “Chunking” information • Graphic Organizers

29. Multiple Means of Action and Expression / Strategic Examples- Multi-media for student expression (video, audio, text, drawing…)- Concept mapping tools- Scaffolds and prompts (stop and think) that gradually fade over time- Checklists- Embedded coaches and mentors- Assessment rubrics

30. Multiple Means of Engagement / Affective • Examples • - Choice afforded • Rewards/recognition • Age appropriate and culturally relevant activities • Charts/schedules/ visible timers • Computer-based/digital scheduling tools • Display of goals • Group work/collaboration • Personal journal • Collecting and displaying of data

34. Implementation and UDL:4 Key Areas Assessment Goals Methods Materials

35. What Are the Implications for Transition?

36. An opportunity to develop a self-determined youth who is an expert in his/her own transition journey

37. Some Key Ideas about UDL… • Student-centered and focused on learning. • The importance of a continuous process. • The opportunity afforded by digital means. • The power of multiple approaches and options.

38. Transition/ Career Assessment Traditional Transition assessment through many possible means (iterative) to determine strengths, interests and aptitudes. Multiple measures to explore abilities and learning! Multiple opportunities for learners to show what they know. Transition assessment approaches confuse goals with means. Assessment that is summative in nature– when it’s too late to adjust instruction! UDL

39. VECAP

40. Current Model: Limited Congruence Student Adult Ecology Strengths & needs, interests, abilities, self-awareness Adult ecologies are diverse (jobs, training programs, post-secondary education) Congruence = Success Congruence can be facilitated by the identification of appropriate services & supports

41. ECOUDL UDL Student I H Adult Ecology Increased Congruence = Increased Opportunities

42. Transition Goals Traditional Transition goals are clear and meaningful. Transition goals are self-directed and based on the student’s vision. Transition goals are attained through individualized ways, by customized means. Transition goals are vague/fuzzy and not clearly defined. Transition goals are confounded with means ; skewed by inflexible ways of achieving them. Confusion between postsecondary goals and IEP goals. UDL

43. UDL Strategies (representation, expression, and engagement) • Vision boards and concept mapping (representation, expression, and engagement). • Digital concept mapping tools (e.g., Inspiration). • Use of Livescribe pen.

44. Relationship between Postsecondary Goals and IEP Goals

45. Transition Methods Traditional Transition methods provide flexibility through a coordinated process, allowing for increased personalization, interactivity, and engagement. Learning provides rich supports and scaffolds for gaining greater understanding and independence. Transition methods are practitioner centered and not personalized to the student. There is limited coordination between transition domains. Burden is on student to “get it”rather than on student “learning to learn” (improved metacognition and self-regulation skills). UDL

46. Network Appropriate Instructional Methods (CAST, Teaching Every Student)

47. Transition Materials Traditional Inclusion and consideration of a broad variety of materials, media, and formats that can reach learners with diverse abilities, styles, and needs equally well. Traditional transition materials are available only in print; everyone receives the same materials. There are few options for learner involvement and engagement. UDL

48. UDL Recognition Network: Assuring Bob uses digital tools and strategies that supply background knowledge, highlight big ideas/features and guide meaning making. UDL Strategic Network: Assuring Bob has access to a variety of digital tools and scaffolds to support his learning/independence and allow opportunities to demonstrate his knowledge. UDL Affective Network: Assuring Bob has a voice in what he selects to support his learning, the choices for his future, and tools to help him self-assess and reflect.

49. Bob’s Identified Strengths & Needs Expressed an interest in helping people, being around people, being physically active, working with his hands and wearing a cool uniform. Tested interests in careers in the health care fields. Likes being inside and helping others. Spends free time dancing, listening to music, cook, and explore web sites about animals. 16 year old youth 3rdgrade reading level Needs routine, difficulty with executive functioning skills. Perceptual difficulty. Low sustained effort on tasks/ Easily fatigued Doesn’t verbalize difficulty, doesn’t look for the next thing, may take easy route Social Skills: Likes to please difficulty with interpreting social cues and interactions with others.

50. Bob’ Transition Journey through a UDL Lens