A Working Understanding of Universal Design for Learning (UDL) and Assistive Technology: Similarities and Differences

Dr. James D. Basham University of Cincinnati Spring 2007

Purpose

  Introduction to Universal Design for Learning (UDL) Describe the similarities and differences between UDL and Assistive Technology (AT).

 By the end of the presentation you should...

– Have basic understanding of UDL – Understand some of the similarities and differences between UDL and AT – Be able to locate resources and tools for gaining more information and enhancing your learning environment.

What is Universal Design?

“Universal design is the design of

products and environments

to be

usable by all people, to the greatest extent possible

,

without

the need for

adaptation or specialized design

.”

(Mace, R. 1997; Center for Universal Design)

IMPORTANT: UD is a “proactive” approach to design. It provides for anticipated user differences rather than having to retrofit later.

Legal Definition



The term “universal design” means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly usable (without requiring assistive technologies) and products and services that are made usable with assistive technologies.

(U.S.C. § 3002)

One Simple UD Example

Automated Door

Can be used by: • People carrying things • People in wheelchairs • People with service animals • Everyone!

Moving UD Toward Learning:

Universal Design for Learning

What we know... Abilities Vary

5TH GRADE READING FLUENCY (SPRING DATA) 6.00

5.00

4.00

3.00

2.00

1.00

1 3 5 7 9 11 13 15 17 19 21 23 25 D. Smith's Class

1(04%) +1 G.L., 17(68%) 5th, 4(16%) near, 2(08%) -1 G.L., 1(04% ) -2 G.L.

Initial Understandings...

Student abilities are on a continuum and vary by...

– subject matter – experience – instructional pedagogy and strategy – level and type of engagement

Traditional notions of content, instruction, and assessment may limit a child’s ability

Relating UD to education…

Developed by the Center for Applied Special Technology (CAST) ( http://www.cast.org

) 

Universal Design for Learning (UDL)

on proactively planning and designing… focuses – To provide access to learning

(moves beyond simply providing physical access)

– For the continuum of abilities 

UDL Focal Points

: – Curriculum – Instruction – Assessment

Neuroscience to the Classroom

UDL is built on three research-based principles

:  Provide

multiple means of representation

to give learners various ways of acquiring information and knowledge  Provide

multiple means of expression

to provide learners alternatives for demonstrating what they know  Provide

multiple means of engagement

to tap into learners' interests, challenge them appropriately, and motivate them to learn (Basham, Edyburn, Lowrey, & Wissick, 2007)

UDL Curriculum

Flexibility in design (design broadly)

   Provide for multiple points of entry Identify and deal with barriers and potential pitfalls

Focus on the true purpose and essential learnings (or big ideas)

– Example (Ohio 4th Grade Science Indicator):  Record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols and cloud conditions).



Use local weather data to indicate changes over a period of time.

UDL Instruction (1)

Focused on the three UDL principles...

In Planning for

– Focus on desired outcomes (not “the test”, but desired knowledge and skills) – Identify and provide for barriers and potential pitfalls – Use

Differentiated Instruction’s

elements of differentiation: Content, Process, Product, & Environment

In Content Introduction

– Contextualize learning (provide anticipatory set) and when appropriate, draw explicit connections – Provide support for limited background knowledge – Highlight the essential “learnings” (

big ideas)

desired outcomes and

UDL Instruction (2)

New Content, Student Engagement, and Throughout

– Provide for multiple means (and media) of representation and presentation (e.g., textbooks, digital documents, websites, models) – Provide multiple means for students to demonstrate knowledge and skill (e.g., oral, visual, written) – Offer appropriate choices and various levels of engagement (e.g., tools, content, individual/group) – Highlight necessary and critical features (e.g. vary tone, body movement, be explicit) – Provide ongoing feedback and facilitate understanding – Encourage self-reflection to support meta-cognition (e.g., self-talk, journaling) – Encourage home & school connection

UDL Assessment

Meaningful, Valid, and Flexible Measures

– Design measures that focus on the essential “learnings” and the real purpose for doing...

– Prior to instruction, define acceptable/unacceptable outcomes (UDL inferred; UbD Backward Design) – Tools utilized throughout the instructional process should be used in the assessment process (and vice versa) (e.g., text-readers, Internet) – Provide multiple means for students to demonstrate knowledge and skill (e.g., oral, visual, written)

Assessments should be ongoing and embedded in the learning process.

Note: Generally, the traditional forms of assessment (e.g., multiple choice tests) do not meet UDL criteria.

Assistive Technology

Through this three part training series you have learned...

Assistive Technology (AT) is defined as

“Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used increase, maintain, or improve the functional capabilities of a child with disabilities”

(Technology Related Assistance for Individuals with Disabilities (Tech Act), 1988) – AT is required to be addressed in a student’s Individualized Education Program (IEP) – Providing AT is to be considered in decisions related to Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE)

Basic Similarities of UDL & AT



Both utilize problem-solving process



Both utilize various forms of modern technology



Related to individuals with disabilities, both UDL and AT are focused on

– Providing Access – Increasing Participation – Improving Outcomes

Basic Differences of UDL & AT

UDL is focused on:

– Providing access and betterment for

individuals of all abilities and disabilities

–

Proactively

making environmental-based decisions related to the learning environment focused on curriculum, instruction, and assessment.

– Dealing with issues of access and betterment related to the

environment’s design

(targets the larger system)

AT is focused on

: – Providing access and betterment for

individuals with disabilities

(by definition) –

Reactively

providing technology to increase, maintain, or improve the functional capabilities – Generally considering issues of access and betterment as an

individual’s issue

(targets individual need) (Rose, Hasselbring, Stahl, & Zabala, 2005)

Working Together...

Realistically, UDL and AT work together to

 Develop and implement a well-designed learning environment focused on various abilities and disabilities QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.

 Provide individual support where barriers were overlooked and/or cost effectiveness may limit or prohibit systems level change  Support access and betterment for

all

individuals

Resources

  

Various UDL Resources are found at CAST

http://www.cast.org

– Publications (many free) – UDL Tools and Examples for Lesson Development, Instruction, and Assessment

UDL Design Examples

: – http://school.nettrekker.com/ – http://www.windows.ucar.edu/ Windows to the Universe) (fee based) (Google:

Regional Support: Southwestern Ohio SERRC

– http://www.swoserrc.org/

Contact Information

James D. Basham, Ph.D.

Special Education/Instructional Design and Technology Division of Teacher Education College of Education, Criminal Justice, and Human Services University of Cincinnati 45-51 Corry Boulevard Cincinnati, OH 45221-0022 Phone (513) 556-9135 E-mail: [email protected]