Transcript Overview of Universal Design for Learning

The Exploration of
Universal Design for
Learning
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Federal law (IDEA, NCLB) requires states to provide students with diverse
needs—especially those with disabilities—opportunities to access and
progress in the general education curriculum. However, providing equal
access involves more than supplying every student with a textbook or a
computer. Educators must ensure that the curriculum is cognitively
challenging and that all students are actively engaged in learning and
appropriately supported in order to reduce barriers to the curriculum while
maintaining high achievement.
The UDL approach considers the needs of the greatest number and range
of possible learners and offers educational methods and materials that
eliminate costly, cumbersome and after-the-fact adaptations. It requires
the collaboration of experts in teaching, educational administration,
policymaking, technology and publishing and provides a blueprint for
creating flexible goals, methods, materials and assessments that enable
all students to succeed in the classroom.
Definition
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“Universal design for learning is a
framework for designing curricula that
enable all individuals to gain knowledge,
skills, and enthusiasm for learning. UDL
provides rich supports for learning and
reduces barriers to the curriculum while
maintaining high achievement standards
for all.”
Premises
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Diversity is the norm, not the exception
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Background
Learning styles
Abilities
Preferences/Interests
Students learn the best through many different
modalities and mediums
A universally-designed curriculum is intentionally
and systematically designed from the outset to
address individual differences rather than after
students have not been successful with the
current curriculum
Shift from looking at the student to looking at the
curriculum
www.cast.org
• Enabling all students to participate in core
instruction
• Increased supports available for those who
require it
• Features that allow for advanced organizers
• Directs students’ attention toward main goal or
purpose of the activity (essential questions)
Principles of UDL
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Multiple means of representation
• Options for perception
• Options for language and symbols
• Options for comprehension
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Multiple Means of Action and Expression
• Options for physical action
• Options for expressive skills and fluency
• Options for executive functions
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Multiple Means of Engagement
• Options for recruiting interest
• Options for sustaining effort and persistence
• Options for self-regulation
Multiple Means of Representation
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Options for perception
• Important features:
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Provide the same information through
different sensory modalities
Provide information in a format that can be
adjusted by the user
• Need to consider options to:
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Customize the display of information
Provide alternatives for auditory information
Provide alternatives for visual information
CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA
Means of Representation cont’d
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Options for language and symbols
• Options that define vocabulary and
symbols
• Options that clarify syntax and structure
• Options for decoding text or
mathematical notation
• Options that promote cross-linguistic
understanding
• Options that illustrate key concepts
non-linguistically
CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA
Means of Representation cont’d
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Options for comprehension
• Options that provide or activate
background knowledge
• Options that highlight critical features,
big ideas, and relationships
• Options that guide information
processing
• Options that support memory and
transfer
CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA
Multiple Means of Action and
Expression
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Options for physical action
• Options in the mode of physical
response
• Options in the means of navigation
• Options for accessing tools and assistive
technologies
CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA
Multiple Means of Action and
Expression cont’d
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Options for expressive skills and
fluency
• Options in the media for communication
• Options in the tools for composition and
problem solving
• Options in the scaffolds for practice and
performance
CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA
Multiple Means of Action and
Expression cont’d
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Options for executive functions
• Options that guide effective goal-setting
• Options that support planning and
strategy development
• Options that facilitate managing
information and resources
• Options that enhance capacity for
monitoring progress
CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA
Multiple Means of Engagement
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Options for recruiting interest
• Options that increase individual choice
and autonomy
• Options that enhance relevance, value,
and authenticity
• Options that reduce threats and
distractions
CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA
Multiple Means of Engagement
cont’d
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Options for sustaining effort and
persistence
• Options that heighten salience of goals
and objectives
• Options that vary levels of challenge
and support
• Options that foster collaboration and
communication
• Options that increase master-oriented
feedback
CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA
Multiple Means of Engagement
cont’d
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Options for self-regulation
• Options that guide personal goal-setting
and expectations
• Options that scaffold coping skills and
strategies
• Options that develop self-assessment
and reflection
CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA
What technology can support UDL?
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Digital text
• Digital files from publishers – market model
• NIMAS/NIMAC files – limited number of
individuals have access to these
• SOLO Literacy Suite
• Kurzweil 3000
• Read and Write Gold
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Software that supports varying levels of
scaffolding and access
• Intellitools Classroom Suite
• Clicker 5
• Book Builder
Additional UDL supports
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www.cast.org
• UDL examples –
http://udleditions.cast.org
• Lesson Builder –
http://lessonbuilder.cast.org
• UDL Curriculum Self-check –
http://udlselfcheck.cast.org
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www.gutenberg.org
http://www.cast.org/index.html
How does this differ from AT?
UDL
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Curriculum-focus
Designed from the
onset of instruction
Appropriate for all
students
Examines goals,
methods of
instruction, materials,
and assessments
AT
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Student-focus
Often occurs afterthe-fact
Individualized for one
student
Attempts to integrate
into student’s current
curriculum