Transcript Using UDL Principles

Using UDL Principles
by
James Backer, Ph.D.
Cambridge College
With thanks to
CAST
(Center for Applied Special Technology)
What is UDL?
• Universal Design for Learning
• Its origins are in architecture and in Lev
Vygotsky’s learning theory.
Architect Ron Mace:
• The Concept of
Universal Design
• “Consider the needs of
the broadest possible
range of users from the
beginning”
(with permission)
Consider the Barriers:
• Access denied to
people (including
students) in wheelchairs.
• Access limited for
people (including
students) with lesser
mobility problems
Consider the Solutions:
Ron Mace: “Consider the needs of the
broadest possible range of users from the
beginning.”
• Saves the time, money, effort, and ugliness
of “retrofitting” a structure
• Enables the designer to create the final
project as elegantly as possible
Unexpected Benefits
• Modifications designed for one group may
often benefit other groups.
Consider the Barriers:
• Access denied to
people (including
students) in wheelchairs.
Consider the Solutions:
curb-cut
• Expected solution for
people with wheelchairs
• Unexpected solutions:
–
–
–
–
Bicycles
Walkers
Shopping carts
Etc.
CAST
(Center for Applied Special Technology)
• Applies concepts of Universal Design to
education, using Vygotsky’s theories:
• Universal Design for Learning (UDL)
Vygotsky’s Three Basic
Elements for Learning:
• Recognition of
patterns
• Strategies for acting
upon patterns
• Engagement in task
(permission requested)
UDL’s Extension of Vygotsky:
• Recognition of
patterns
• Multiple representation of
content, options for various
recognition systems
UDL’s Extension of Vygotsky:
• Strategies for acting
upon patterns
• Multiple means of expression
and control, supporting
different strategic systems
UDL’s Extension of Vygotsky:
• Engagement in task
• Multiple options of
engagement, accessing
various affective systems
UDL’s Extension of Vygotsky:
• Multiple representation of
content, options for various
recognition systems
• Multiple means of expression
and control, supporting
different strategic systems
• Multiple options of
engagement, accessing various
affective systems
Other UDL Principles:
• Careful consideration is given to the goals
of instruction.
• Teachers view students along continua of
skill and style differences.
• Teachers make thoughtful adjustments for
learner differences.
• Curriculum materials are flexible, varied,
and diverse.
Other UDL Principles:
• Curricula, methods and materials designed
to meet the needs of the broadest possible
range of learners
• Supports for diverse learners are built in
from the start
• Frequently more effective for all learners,
even the “typically developing”.
Legal Requirements for
Accessibility in Education
• Section 504 of the Rehabilitation Act (1973)
• Individuals with Disabilities Education Act
– IDEA (1975)
• Americans with Disabilities Act – ADA
(1990)
FAPE:
Free Appropriate Public Education
• Section 504, the ADA, and the IDEA
require schools to provide students with
disabilities with a FAPE.
• Vast number of accommodations and
modifications for FAPE occurs in regular
classroom, rather than in Special Education
classrooms.
Consider the Barriers:
• Books and other
traditional
curriculum delivery
vehicles may
actually be
inaccessible to many
students!
One Solution: Digital Text
• Flexible sizes, fonts, font colors, background colors
Prologue
Romeo & Juliet
Shakespeare
What else can you do with
Digital Text?
• Insert textual comments!!!
–
–
–
–
Definitions
Explanations
Guiding questions
Etc.
• Insert Audio comments!!!
• Insert visuals!!!
In MS WORD:
Choose text with mouse
In MS WORD:
Choose text with mouse
INSERT - COMMENT
In MS WORD:
Choose text with mouse
INSERT – COMMENT
Write in comment below
In MS WORD:
Choose text with mouse
INSERT – COMMENT
Write in comment below
When finished, click on “Close” button
In MS WORD:
Later, mouse highlighted word
In MS WORD:
Later, mouse highlighted word
Get comment in text box
In MS WORD:
Now for audio:
Choose text with mouse
In MS WORD:
Now for audio:
Choose text with mouse
INSERT - COMMENT
In MS WORD:
Choose text with mouse
INSERT – COMMENT
Click on Audio Tape icon
In MS WORD:
Record up to one minute of audio
In MS WORD:
Record up to one minute of audio
When finished, click on “close” button
In MS WORD:
To listen to comment, click on speaker icon.
In MS WORD:
Now for visuals:
Choose text with mouse
In MS WORD:
Now for audio:
Choose text with mouse
INSERT - COMMENT
In MS WORD:
Choose text with mouse
INSERT – COMMENT
In MS WORD:
Choose text with mouse
INSERT – COMMENT / INSERT- IMAGE
Legally free image from
Barrysclipart.com
Digital Text
• Flexible sizes, fonts, font colors, background colors
• In WORD create comments
– Pop-up text
– Audio recordings
– Add visuals in lower comment area
• Get legally free Digital Text via
– CAST eText Spider
– http://www.cast.org/udl/index.cfm?i=1300
• Text-To-Speech (T-T-S)
– For a commercial Demo of voices:
http://readplease.com/rpdemo.phtml
Best Educational T-T-S:
• CAST e-Reader
–
–
–
–
Flexible digital text
T-T-S (flexible highlighting)
Word processor: notes & copy-and-paste
Other educational functions
• Cost:
– $199 for a single copy
– Combo discounts available
• http://cast.org/udl/index.cfm?i=211
Less Expensive Options:
• TextAloud reads any on-screen text aloud and/or
saves it as an mp3 file. $24.95 for single
programs, site licenses less expensive
http://www.nextup.com/
• ReadPlease is a free program for text copy-andpasted to clipboard. http://readplease.com
• HelpRead is a free program for “.txt” files. Poorer
quality sound, but it’s free. http://helpread.com
Some Online & Offline
Strategies & Techniques that
support UDL:
• 4 Steps to Curriculum Modification
• Apprenticeship Learning
• Reciprocal Teaching
(Developed by Brown & Palincsar)
• “Bobby”
4 Steps for
Curriculum Modification
1. Select concepts and principles from text
and obtain understanding of essential
lesson components.
2. Prioritize key concepts and principles.
3. Develop graphic representations relating
concepts and principles.
4. Create student note-taking sheets
organized around identified concepts.
What is a “concept”?
• A class of names, dates, objects, places, etc. that
share common attributes or characteristics
Example: An element is made up of one kind of atom.
• Beyond simple “facts”
• Most standard textbooks do not include many
concepts. They are heavy on simple facts.
What is a “principle”?
• A consistent relationship among events,
behaviors, or objects
• Often stated as an if-then statement
Example: If a gas cools, it contracts.
• Most standard textbooks do not include
many principles. They are heavy on simple
facts.
Apprenticeship Learning
• An approach that encompasses active
models of skilled performance
• Scaffolds to support the learner
(providing help that is gradually removed)
• Ample opportunities to practice
• Ongoing, immediate and relevant feedback
• Opportunities to demonstrate skill
Reciprocal Teaching
(Brown & Palincsar)
• Teachers and pupils take turn teaching in
small groups
–
–
–
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Predict
Clarify
Pose Question
Summarize
• Pupils learn to ask questions of themselves
Bobby
• CAST Program that evaluates the
accessibility of web pages
• Free online (doesn’t work with passwords)
• Onsite program:
– $99 for single user
– Combo discounts available
• http://cast.org/bobby/
WWW.CAST.ORG
• CAST eReader
• CAST eText Spider
• “Bobby” – a free program that evaluates the
accessibility of web pages
• “Learning to Read in the Computer Age” –
online version available
• WiggleWorks: The Scholastic Beginning
Literacy System
• Book: “Teaching Every Student”
• Other products
Now, go make your
lessons accessible!