Transcript Document

How Universal Design for Learning
can help meet the diverse needs
of young children
Nancy J. Aguinaga, Ph. D.
Julie Ray, Ph.D.
Cara Bigler, Student Teacher
Southeast Missouri State University
Session Overview
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Introductions
Objectives
Overview of Universal Design for Learning (UDL)
Video example
Classroom examples
Classroom UDL Checklist
Action Plan
Objectives
 Describe the concepts and principles of
Universal Design for Learning (UDL) as it
relates to early childhood
 Apply the principles of UDL in curriculum,
instruction, and assessment practices for
all children
 Apply the principles of UDL in choosing
classroom materials and creating a
supportive learning environment for all
children.
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Universal Design Origin
Movement in architecture
Consider the needs of the broadest
possible range of users from the
beginning” Architect, Ron Mace
Activity: Pair up and brainstorm for 2 minutes
examples of Universal Design.
 Share
http://lessonbuilder.cast.org/window.php?src=videos
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Primary barrier to helping all children
become expert learners
 Inflexible, one-size-fits-all approach
 Raises unintentional barriers to learning
 Curriculum and Assessment
 Materials
 Environments
 Learners with disabilities are the most vulnerable to
such barriers, but many children without disabilities
also find that curriculum, materials, and learning
environments are poorly designed to meet their
learning needs.
Diversity is the norm, not the exception
When curriculum, materials, and learning
environments are designed to meet the needs
of the broad middle to the exclusion of those
with different abilities, learning styles,
backgrounds, and even preferences, they fail
to provide all children with fair and equal
opportunities to learn.
Universal Design for Learning
 A curriculum framework
 Flexible and supportive for all
 Decreases the barriers that limit access
 Based on brain research
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Origins of Universal Design for
Learning (UDL)
CAST believes that
“barriers to learning are not, in fact,
inherent in the capacities of learners,
but instead arise in learners'
interactions with inflexible educational
goals, materials, methods, and
assessments.”
Teaching Every Student in the Digital Age, p. vi
http://www.cast.org CAST© 2003
What barriers exist in your
program or school?
 Do you expect children to be “ready” for your
classroom OR is your classroom, school, or
program ready for the children who will come
through the doors?
 Is it our responsibility to remove the barriers that
exist for children’s learning and development?
UDL and the Learning Brain
http://lessonbuilder.cast.org/window.php?src=videos
http://www.cast.org CAST© 2003
UDL and the Learning Brain
Recognition
Recognition
networks: “the what
of learning”
identify and interpret
patterns of sound,
light, taste, smell, and
touch
http://www.cast.org CAST© 2003
UDL and the Learning Brain
Strategic
Strategic networks:
“the how of
learning”
plan, execute, and
monitor actions and
skills
http://www.cast.org CAST© 2003
UDL and the Learning Brain
Affective networks:
“the why of
learning”
evaluate and set
priorities
Affective networks –
located at core of brain
http://www.cast.org CAST© 2003
NETWORK-APPROPRIATE TEACHING METHODS
To support diverse recognition networks:
 Provide multiple examples
 Highlight critical features
 Provide multiple media and formats
 Support background context
To support diverse strategic networks:
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Provide flexible models of skilled performance
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Provide opportunities to practice with supports
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Provide ongoing, relevant feedback
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Offer flexible opportunities for demonstrating skill
To support diverse affective networks:
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Offer choices of content and tools
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Offer adjustable levels of challenge
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Offer choices of rewards
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Offer choices of learning context
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UDL and the Learning Brain
All learners are unique and
universal does not mean
“one size fits all”
http://www.cast.org
CAST© 2003
National Center on Universal Design for
Learning
 http://www.udlcenter.org/aboutudl/udlguidelines/d
ownloads
A universally designed approach is
shaped from the outset to meet the
needs of the greatest number of
users, making costly, timeconsuming, and after-the-fact
changes to the program’s
curriculum, materials, and
environment unnecessary.
Using curriculum, materials, and
environments rooted in the 3 UDL
principles, children have:
1. Options for how they learn
2. Choices which will engage their interest
3. Choices for how they demonstrate their learning
Teachers provide:
1. Flexible ways of presenting information
2. Flexible options for engagement
3. Flexible methods of expression and assessment
Separate the goal from the means
"UDL
is really a merging of general education
and special education, a sharing of
responsibility, resources and ownership. It
gets away from the "their kids/our kids" divide
between general ed. and special ed." –
David Rose
A Practical Reader in Universal Design for Learning
Implementing UDL
 Look for existing resources/infrastructure.
 Conduct an inventory of your curriculum, materials,
and learning environment:
BICC Checklist:
http://www.northampton.edu/Documents/Departmen
ts/ECE/Checklist%20and%20Questions.pdf
Start with one or two strategies.
 Try it and be willing to alter and extend.
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Take a Look at One Example
 Children’s Center of Northampton Community
College, Bethlehem, PA:
http://www.northampton.edu/EarlyChildhood-Education/Partnerships/BuildingInclusive-Child-Care.htm
Action Plan
 Using the BICC Checklist, evaluate your current
curriculum, materials, and environment.
 List one immediate change you will make to
move towards Universal Design for Learning in
your practices.
 Consider how you can work with others to
make long-range improvement plans in your
center or school.
Maxwell Maltz, author of Psycho-cybernetics
“It takes 21 days to form a habit.”
Thank you