Transcript Document 7113398

January 2008
Anne Thorp [email protected]
Michele Ripka [email protected]

Inspiration
Original focus was in
architecture and product
design
Designed to
accommodate the widest
spectrum of users, and
meet the mandates of
ADA
Based on the principle
that its always better to
build in than to add on
1.
2.
3.
4.
Curb cuts
Closed captioning
Large buttoned
phones
Ramped entrances
and automatic door
openers
Universal Design for Learning
(UDL)
Definition: UDL is an
educational approach to
teaching, learning, and
assessment, drawing on
new brain research and
new media technologies
to respond to individual
learner differences.
Center for Applied Special Technologies, CAST
5
www.cast.org
1.
2.
3.
4.
5.
6.
A comfortable place
to work
Printed text
Eye glasses
Background music
or other sound
Pen and paper
Tape or digital
recorder
Flexible methods of
presenting the
general education
curriculum to meet
the needs of diverse
learners.
Built in tools that
promote equal access
to learning to increase
self sufficiency, not
just equal access to
information.
Textbooks demand the
immediate recognition of
print and rapid
comprehension of
content.
Lectures, or any
information verbally
presented, requires
quick auditory
processing and
recall.

representation to give students various

expression to offer students alternatives for

engagement to help students get
ways to acquire information.
demonstrating what they know.
interested, be challenged, and stay
motivated.
Center for Applied Special
Technologies, CAST www.cast.org
David Rose, Founder and Chief Education Officer,
CAST
Brain Research
Recent research in neuroscience
confirms that each brain processes
information differently. The way we
learn is as individual as DNA or
fingerprints.
Center for Applied Special Technologies, CAST
13
www.cast.org
Provide multiple examples
- what it is and is not
Highlight critical features
- Big Picture
Provide multiple media
and formats
Support background
context knowledge
Provide flexible models of
skilled performance.
Provide opportunities to
practice with scaffolds.
(Supported Practice)
Provide ongoing, relevant
and timely feedback.
Offer flexible opportunities
for demonstrating skill and
mastery.
Offer choices of
content and tools.
Offer adjustable levels
of challenge.
Offer choices of
rewards.
Offer choices of
learning context.
1.
2.
3.
4.
5.
6.
Reducing number of
spelling/vocabulary
words a student must
learn
Allowing a student to
dictate answers into a
digital recorder
Reducing the number of
math problems in a
homework assignment
Provide a copy of notes
from a lecture
Using peer readers or
recorded text
Increase time allowed to
complete work
Accommodations
 Same content
expectations
 Allow for
adjustments in time,
format, number,
setting, presentation
 Provide alternative
ways to demonstrate
mastery
Modifications
 Adjustments in
content
expectations
 Have a cumulative
effect on missed
learning
opportunities over
time
UDL – an educational approach to
designing instruction using tools and
strategies to support all students
Assistive Technology (AT) - Any item,
piece of equipment, or system, whether
acquired commercially, modified, or
customized, that is commonly used to
increase, maintain, or improve functional
capabilities of individuals with disabilities.
Modifications
 Accommodations


Multiple means
◦ Representation
◦ Engagement
◦ Expression
Ottawa Area ISD
www.oaisd.org/atec
Center for Assistive
Technology Services
www.cast.org
Teaching Every Student in
the Digital Age
http://www.cast.org/teachinge
verystudent/ideas/tes/
Marzano, Robert J., Jennifer S. Norford, Diane E.
Paynter, and Debra J. Pickering. A Handbook for
Classroom Instruction that Works. Alexandria, VA:
Association for Supervision and Curriculum
Develop, 2001.
Rose, Davie H., and Anne Meyer. Teaching Every
Student in the Digital Age. Alexandria, VA:
Association for Supervision and Curriculum
Develop, 2002.
"Universal Design for Learning." CAST - Center for
Applied Special Technology.
www.cast.org/index.html