presented by the NEA IDEA Special Education Resource Cadre

1. Universal Design for Learning:Supporting ALL students in their learning presented by the NEA IDEA Special Education Resource Cadre

3. Note of Appreciation to • Rebecca Beck, Center for Applied Special Technology (CAST) • Dave Edyburn, University of Wisconsin • Beth Mineo Mollica, University of Delaware • David Rose, Center for Applied Special Technology (CAST) and Harvard University • Grace Meo, Center for Applied Special Technology (CAST) • Mary Ann Siller, American Foundation for the Blind for their collaboration on development of this presentation

4. Essential Questions • What is Universal Design? • What is Universal Design for Learning • What are the elements of UDL? • What are examples of UDL?

5. “Consider the needs of the broadest possible range of users from the beginning” - Ron Mace, Architect -

6. Universal Design (UD) principles • Notone size fits all • Design from beginning; not add on later • Increase access opportunities for everyone

7. Activity: What does Universal Design mean to you? Think about what you see in and round your life. • Curb cut outs . . .

8. Examples of UD • Wider doors • Accessible bathrooms • Handicap parking spaces • Large print books/programs • Elevators • Escalators • Electric doors • Captions on television • Easy-grip tools • People movers • Ramps

9. Universal design and Universal Design and Learningvideo

10. UD and education To support the use of technology, including technology with universal design principles and assistive technology devices, to maximize accessibility to the general education curriculum for children with disabilities. PL 108-446 Sec. 611(e)(2)(C)(v)

11. Priority Schools Campaign

12. http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

13. Current supports for UDL • Federal • Statutes and regulations • NIMAC and NARAP • State • State standards and benchmarks • Curriculum adoption policies • Local • Evolution of general educator and special educator roles • Cast.org

14. Current supports for UDL (continued) • National Instructional Materials Accessibility Standard (NIMAS) • National Instructional Materials Access Center (NIMAC) • National Accessible Reading Assessment Project (NARAP)

15. Universal design for learning (UDL) • More ways to access… • More ways to participate… • More ways to demonstrate learning… • Potentially more progress in… • the general education curriculum for all learners

16. Goals of UDL • Improving access, participation, and achievement • Eliminating or reducing physical and academic barriers • Valuing diversity through proactive design

17. Why is UDL Necessary? • Individuals bring a huge variety of skills, needs, and interests to learning. • Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. • Three primary brain networks come into play:

18. UDL, what it is

19. http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video1http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video1

20. Why UDL? • Schools face sanctions if test scores “fail” to meet state goals. • The greater the diversity of a school, the greater the chances for “failure” to meet the goals. • THUS, schools need to find ways to better meet the needs of all students!

21. Why UDL? (continued) • Current instructional practices are not appropriate for all learners • Existence of academic achievement gaps • Benefits of accessibility vs. retrofitting

22. Principles of UDL • Multiple • Representations of Information--What of learning • Means of Expression--Demonstrate the How • Means of Engagement--Cement the Learning - CAST -

23. MultipleRepresentations of information Provide Multiple Means of Recognition and Access Consider multiple means of reprentantion for access to the learning . . . . the way information is presented Why—reduces barriers in instruction

24. MultipleRepresentations of information • Perception—same information different sensory modalities • Read aloud, text size • Language and symbols linguistic and non linguistic • Math manipulatives, hyperlinks • Comprehension • Concept maps, templates

25. Multiple Means of expression Provide Multiple means of Action and Expression Strategic Participation student responds or demonstration of knowledge and skills Why--Provides appropriate accommodations, supports and challenges

26. Multiple Means of expression • Physical action, motor, strategic and organizational abilities • Reduce barriers, alternative rates • Expressive skills and fluency • Mentors, sentence strips • Executive Function—overcome impulse • Guided questions, embed stop and think

27. Multiple Means of engagement Provide Multiple Means of Engagement Affective Demonstration of learning How students are engaged Why?—Maintains high achievement expectations

28. Multiple Means of engagement • Recruiting Interest • Levels of challenge, authentic outcomes • Sustaining Effort and persistence • Collaboration, handheld scheduling tools • Self-regulation—Extrinsic Environment • Prompts, feedback, scaffolds

29. Tradition vs. UDL • Printed Material, everyone gets the same information OR • Variety levels of Print, digital, video, audio • End of chapter multiple choice, short answer assessment OR • Match objectives to instruction, alternate means of modification of content

30. Diversity of Learnersvideo

31. Universal design for learning (UDL) • More ways to access… • More ways to participate… • More ways to demonstrate learning… • Potentially more progress in… • the general education curriculum for all learners

32. More students are… • Engaged in their own education • Learning at greater breadth and depth • Achieving to higher levels • Motivated to continue learning

33. More educators are… • Planning diverse classrooms • Recognizing and articulating what works • Spending more time on instruction and facilitating learning • Responding effectively

34. Implementing UDL: The Payoff http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines#video5

35. What is next for UDL? Universally-designed products for instruction and assessment are becoming the industry standard

36. What can you do now? • Demand universally-designed products!!! • Incorporate UDL into your instruction • Share your UDL-designed plans with others • Advocate curriculum adoption policies that require incorporation of UDL principles

37. What’s Next? • Create a statement on how you will use the information you have learned today. • Points to consider: • How to start the conversation • Increase access to the curriculum opportunities • Designing from the beginning • UDL Principles • Presentation, Expression, and Engagement

38. Essential Questions • What is Universal Design? • What is Universal Design for Learning • What are the elements of UDL? • What are examples of UDL?

39. Resources • National Education Association • http://www.nea.org/assets/docs/PB23_UDL08.pdf • Center for Applied Technology • www.cast.org • UDL Center • http://www.udlcenter.org/ • IDEA Partnership • www.ideapartnership.org • www.sharedwork.org Resource handout

40. Thank you for attending! Good luck with using UDL in your classroom.