Transcript UDL: Addressing the Variability of All Learners CAST http://www.cast.org © CAST 2011 Tier 3 Intense & Core 1-5% of total student population receive instruction through these intense interventions 5-10% of total student population.

UDL: Addressing
the Variability of All Learners
CAST
http://www.cast.org
© CAST 2011
Tier 3
Intense
&
Core
1-5% of total student
population receive instruction
through these intense
interventions
5-10% of total student
population receive
instruction through
supplemental interventions
Tier 2
Supplemental & Core
Robust and Responsive based on the
principles of UDL
Tier 1
80-90% of total
student population
learn the key
concepts through
instruction in this
tier.
Core Instruction/ Universal
Behavior Supports
MA ESE, 2011 presentation
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Overall Goals
1.
Understand the framework of
Universal Design for Learning
(UDL)
2.
Make connections between UDL
and the Tier System of Support
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UDL At A Glance
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What is Universal Design for Learning?
A Framework
UDL is 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.
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UDL Assumptions
1.
Learners in any classroom represent a range of
variability
2. The goal of instruction is to develop “expert
learners”
3. Curriculum needs to reflect the variability of all
learners
4. Learning is the dynamic interaction of the
individual with the environment
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What is UDL?
Universal Design for Learning is
a framework to design
curriculum (Goals, Assessments,
Methods, & Materials)
that minimizes barriers and
maximizes learning for all students.
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A conceptual shift
First focus on the
curriculum and then on
individual students
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Universal Design … an example of change
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Universal Design … an example of change
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Problems with Retrofit
Drawbacks of Retrofitting:

Each retrofit solves only
one local problem

Retrofitting can be costly

Many retrofits are
UGLY!
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UD – An example of change
“Consider the needs of the broadest possible range of
users from the beginning”
-- Architect, Ron Mace
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UD Belief
… “all new environments and
products, to the greatest extent
possible, should be usable by
everyone regardless of their age,
ability, or circumstance.”
Retrieved May 6, 2011 from
http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm
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UD Assumptions
1. Not one size fits all – but
alternatives for everyone.
1. Not added on later – but designed
from the beginning.
1. Not access for some – but access
for everyone.
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Where is UDL now? Definition in Legislation
The Higher Education Opportunity Act of 2008
Section 103(24) UNIVERSAL DESIGN FOR
LEARNING.--The term `universal design for
learning' means a scientifically valid framework for
guiding educational practice that—
``(A) 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; and
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Where is UDL now? Nat. Ed. Tech Plan
Letter from Arne Duncan to Congress …
Nat. Ed Tech Plan calls for using state-of-the-art
technology and Universal Design for Learning (UDL)
concepts to enable, motivate, and inspire all students
to achieve, regardless of background, languages, or
disabilities.
November 2010
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Where is UDL now? ESEA Reauthorization
The ESEA must also broadly incorporate UDL ... a
scientifically valid framework for guiding
educational practice that provides flexibility in the
way information is presented, in the way students
respond or demonstrate their knowledge and skills,
and in the ways students are engaged. … Students
who are often marginalized in the general curriculum
— including those with disabilities, English language
learners, and students who are “gifted and talented”
— benefit especially from UDL.
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UDL and the Learning Brain
Recognition Networks:
“the what of learning”
identify and interpret
patterns of sound,
light, taste, smell, and
touch
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UDL and the Learning Brain
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UDL and the Learning Brain
Strategic Networks:
“the how of learning”
plan, execute, and
monitor actions and
skills
CAST©2008
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UDL and the Learning Brain
• What are the ages of
the people?
• Look at the picture.
• What is the financial
situation of the
people?
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© CAST 2011
UDL and the Learning Brain
Affective Networks:
“the why of learning”
evaluate and set
priorities
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UDL and the Learning Brain
Make Up a Story!!
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UDL and the Learning Brain
 Recognition: the “what” of learning”

Multiple means of representation
 Strategy: the “how” of learning
 Multiple means of action and
expression
 Affect: the “why” of learning
 Multiple means of engagement
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UDL Guidelines
41
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CAST©2008
What Now?
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MA and UDL
 MA Focus Academy Online Courses in UDL
 UDL 101
 UDL Advanced
 UDL and Mathematics
 Work with the DSAC
 Face-to-face workshops
 Research sites for work in UDL
© CAST 2011