Universal Design for Learning: A framework for access and equity

1. Universal Design for Learning:A framework for access and equity presented by Jenna Gravel, CAST Dr. Patti Ralabate, NEA Dr. Lisa Thomas, AFT

2. Session agenda • Defining and understanding • Universal design • Universal design for learning (UDL) • UDL as a vehicle for equity & access • Principles & examples • Resources • Q/A

3. What does access to learning mean?

4. Early implementation • Retrofitting • Solves only one problem • Can be costly • Many are UGLY!

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

6. UD examples • Ramps • Curb cuts • Electric doors • Captions on television • Easy-grip tools

7. UD solutions

8. Who benefits?

9. Who benefits?

10. Universal design for learning (UDL) • More ways to access… • More ways to participate… • More ways to demonstrate learning… Resulting in more equitable access to… the general education curriculum for ALL learners

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

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

13. Access & Equity is Built-in Designed from the outset to meet the needs of all students

14. Principles of UDL Multiple • means of representation • means of action and expression • means of engagement - CAST -

16. UDL principles in action

17. Multiple Means ofRepresentation Examples • Read aloud • Highlight phrases • Listen to audiotape • Text-to-speech • Built-in talking glossary • Built-in language translation

18. CAST’s UDL Editions

19. Alternatives for visual info: Text-to-speech • Decoding/cross-linguistic understanding: Text-to-speech, translation • Define vocab and symbols: Multimedia glossary, figurative language • Activate background knowledge: Links to background knowledge

20. CAST’s UDL Editions

21. TTS and Translation TextHelp Toolbar

22. Multimedia Glossary Vocab support

23. Figurative Language Literary devices

24. Background Knowledge Activate and supply

25. Multiple Means of Action and Expression • Written response • Verbal response • Visual art project • Dramatic response • iMovie (Macintosh) • Multimedia: Power Point, Hyperstudio

26. What does it look like? Multiple Means of Action and Expression

27. What does it look like? Options that allow for different physical responses • pointing • mouse/joystick • manipulatives • range of rate, timing • range of motor actions

28. What does it look like? Options that offer tools for composition and problem-solving • Spellcheckers, grammar checks, word prediction software • Speech to text, audio recording • Sentence starters, sentence strips • Story webs, outlining tools, concept maps • Computer-Aided-Design (CAD)

29. What does it look like? Options that offer tools for planning and strategy development • Embedded prompts • Checklists and project planning templates • Schedules of steps • Embedded coaches or mentors • Guides for breaking long-term goals into reachable short-term objectives

30. MultipleMeans of Engagement • Keep ongoing personal journal • Use archived resources • Flexibility in use of tools to access information • Choice in means of expression • Flexible grouping strategies

31. Managing Student Behavior – Multiple Means of Engagement Activity – creating classroom or school-wide rules • Be kind • Be safe • Be cooperative • Be respectful

32. Options that enhance value: personal journal Options that enhance salience of goals: use archived resources Options that foster communication: school-wide PBIS Program Options that guide expectations: self-regulatory goals Options that develop reflection: collecting and displaying data

33. Options That Enhance Value Personal journal • Record how negative behavior is addressed in various cultures • Model what “Be respectful” looks like across multiple settings • Connect relevancy to school and cultural norms

34. Options That Enhance Salience of Goals Use archived resources • Review previous class or school data • Identify class or school goals for appropriate behavior • Set target goals – individual, class, and/or school

35. Options That Foster Communication Schoolwide Behavior Support Programs • Peer tutoring and monitoring • Differentiated goals and supports • Prompts that guide students

36. Options That Guide Expectations Self-regulatory goals • Create prompts that focus on goals • Provide opportunities for reflection • Model desired behavior • Create plan for maintaining goals

37. Options That Develop Reflection Collecting and displaying data • Assist students in collecting data • Determine ways in which data will be displayed • Compare to archived data • Show explicit connection – individual, classroom, school, community

38. Managing Student Behavior “Creating classroom norms, expectations, and rules are a golden opportunity to establish and sustain student engagement, use it!” Dr. Mary Magee Quinn, Researcher

39. Resources Center for Applied Special Technology www.cast.org National Task Force on UDL www.udl4all.org IDEA Partnership Community of Practice - UDL www.sharedwork.org NEA Research Spotlight on UDL http://www.nea.org/tools/29111.htm

40. Online Resources National Center on UDL http://www.udlcenter.org/ Teaching Every Student in the Digital Age http://www.cast.org/teachingeverystudent/ Center for Implementing Technology in Education www.cited.org National Symposium on UDL and Inclusive Practices http://ondemand.neaacademy.org

41. Print Resources Universal Design for Learning (UDL): Making learning accessible and engaging for all students. (NEA, 2008) A Practical Reader in Universal Design for LearningEdited by David H. Rose and Anne Meyer (Harvard Education Press, 2006) NEW!! A Policy Reader in Universal Design for LearningEdited by David T. Gordon, Jenna W. Gravel, and Laura A. Schifter (Harvard Education Press, 2009) The Universally Designed Classroom: Accessible Curriculum and Digital TechnologiesEdited by David H. Rose, Anne Meyer, and Chuck Hitchcock (Harvard Education Press, 2005) Teaching Every Student in the Digital Age: Universal Design for LearningDavid H. Rose and Anne Meyer (ASCD, 2002)

42. Comments …Questions ???Ahas !!!Takeaways???