Transcript Maryland State Department of Education

Equalizing the Playing Field:
Access Through Universal
Design for Learning
College and Career Readiness Conference
Summer 2014
Outcomes:
Participants will:
 Engage in discussion of the effective
implementation of inclusive practices as
a means for ensuring access to the
general education curriculum by
students with disabilities
Paula Kluth Video
HTTP://WWW.PAULAKLUTH.C
OM/CATEGORY/INCLUSION
Defining Universal Design for Learning
a scientifically valid framework for
guiding educational practice that:
 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.
http://www.udlcenter.org/aboutudl/udldefined
Defining Universal Design for Learning

a scientifically valid framework for
guiding educational practice that:
 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.
http://www.udlcenter.org/aboutudl/udldefined
Critical Elements of UDL Instruction

Clear goals

Intentional planning for learner variability

Flexible methods and materials

Timely progress monitoring
Conveniently,
accommodations created for a
subset of the population usually
result in increased benefit for
everyone.
Skip Stahl Universal Design for Learning: Reaching
Teaching All Learners CEC 2009
Welcome to the World of the
Center for Applied Special Technology (CAST)
www.cast.org
8
UDL at a Glance
www.udlcenter.org
Universal Design For Learning (UDL)
-proposes
that children with disabilities do not
constitute a separate category, but fall along a
continuum of learning differences
continuum
learning
preferences
-leads us to make adjustments for learner
differences for all students, not just those
with disabilities
Universal Design For Learning
Curriculum materials

Varied, diverse, and multiple

Includes digital and online
resources, rather than centering
instruction on a single text book
12
www.tinyurl.com/udlkaplan
UDL Resources
http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf
CAST UDL Curriculum Self-Check
http://udlselfcheck.cast.org/
Process
S.I.
Content
Product
Curriculum
Differentiated Instruction
Universal Design for Learning
MSDE-Blackboard Learn



www.marylandpublicschools.org
MSDE Blackboard Learn
Curriculum Resources

MDCCRS Frameworks
http://www.marylandpublicschools.org/msde/
https://msde.blackboard.com/webapps/portal/frameset.jsp
Instruction
Learner Preference
Differentiation
Good Teaching
MAKING THE
INSTRUCTIONAL
CONNECTION
Instruction and Universal Design for Learning
Blending, Collaboration, Coordination

Instruction
Multiple choices
 Process

Product

UDL
Multiple means
 Representation
 Engagement
 Action and
Expression
http://www.udlcenter.org/sites/udlcenter.org/files/Guideline%20Ed%20Chklst%208_31_09.doc
Putting UDL into Practice
 Using
your lesson to reflect on new
information- Educator’s Checklist
1. Add
tools/strategies to be used for
support
2. Principles:
1.
2.
3.
Multiple means of representation
Multiple means of engagement-process
Multiple means of action and expression
21
Content/ MD College and Career Ready Standards:
UDL Embedded Objective:
Description of lesson including UDL strategies and those identified
to meet the student’s individual needs.
Task
UDL
Current Teaching Strategies
Principles (H/L)
R
E A
Proposed Teaching Strategies
(H/L)
Windows Accessibility
http://www.microsoft.com/enable/products/windows7/
http://www.microsoft.com/enable/products/windows8/
Windows 7
Ease of Access
Start/All Programs/Accessories/Ease of Access

Magnifier
On-screen keyboard

Speech recognition

24
Mac Accessibility
https://www.apple.com/accessibility/
Microsoft: Readability Statistics
http://grok.lsu.edu/Article.aspx?articleid=14250
26
Microsoft: AutoSummarize
http://www.addintools.com/documents/word/where-tools-menu.html
27
Microsoft Word
AutoSummarize and Readability Statistics
28
29
Putting UDL into Practice
 Using
your lesson to reflect on new
information-Accessibility & Word
1. Add
tools/strategies to be used for
support
2. Principles:
1.
2.
3.
Multiple means of representation
Multiple means of engagement-process
Multiple means of action and expression
30
https://www.youtube.com/watch?v=aaSZqgr2eUM
Final Thought
http://www.cttechact.com/news/images/Winter2011/Winter2011_8.jpg
Resources

Livebinder UDL accessibility
resources


http://www.livebinders.com/play/pla
y/350830
UDL Livebinder

www.tinyurl.com/udlkaplan
Contacts: Division of Special Education/
Early Intervention Services

Paul Dunford, Branch Chief
Programmatic Support and Technical Assistance
[email protected]

Marsye Kaplan, Section Chief
[email protected]

Karla Marty, Section Chief
[email protected]

Fran Sorin, Coordinator of Professional Learning
[email protected]