Curriculum Design for Inclusive Arts Teaching and Learning ... · Created with CAST's UDL Book Builder Curriculum Design for Inclusive Arts Teaching and Learning Module 2 Universal

Created with CAST's UDL Book Builder

Curriculum Design for Inclusive Arts Teaching and Learning

Module 2

Universal Design for LearningDesign for Access, Inclusion, and Interaction

Three neural networks of the brain.

Instructional Design: Don Glass, PhD

VSA - The International Organization on Arts and Disability

These resources were developed in partnership with VSA, VSA Massachusetts, and Lesely University.

Curriculum Design for Inclusive Arts Teaching and Learning | Module 2 6/11/2014 12:18 PM

1 of 19 http://bookbuilder.cast.org/view_print.php?book=38085


Learning Outcomes and Big Ideas 3

UDL Overview 4

Neuroscience and Education 5

Universal Design 6

Digital Technology 7

Universal Design for Learning 8

Supporting Learning in the Recognition Networks 9

Supporting Learning in the Strategic Networks 10

Supporting Learning in the Affective Networks 11

Supporting Expert Learning 12

Supporting Expert Learning- Access 13

Supporting Expert Learning- Guided Practice 14

Supporting Expert Learning - Independent Practice 15

Using the UDL Guidelines 16

VSA Case Study 17

VSA Case Study: UDL Checklist 18




Learning Outcomes:

Participants will be able to explain the conceptsand principles of Universal Design for Learning(UDL). Participants will be able to analyze andevaluate curriculum and assessmentdocumentation using this framework and provideconstructive feedback to educators.

Big Ideas:

Because of the wide variability in how peoplelearn, barriers to learning are often caused byinflexible curriculum and materials, rather thanby a disability of a student.As much as possible, curriculum should bedesigned up-front to provide multiple, flexibleoptions for everyone- rather than retro-fitted inresponse to individual students.UDL provides multiple, flexible options for therepresentation of content, engagement withcontent, and demonstration of skills,knowledge, and understanding.The arts can provide rich, meaningful, andengaging teaching and learning options.

Universal Design for Learning Guidelines




UDL videos

UDL Overview

Watch an overview video on the CAST YouTubeChannel and/or this animation using xtranormal thatresponds to general questions about what UDL is.




fMRI Brain Image

Neuroscience and Education

Apply what is known about how the brain learns to thedesign of curriculum.

Because of the advancements of brain imaging technologieslike this, neuroscience has been able to provide a moresophisticated understanding of how the brain functions andhow it learns across a set of complex interconnected neuralnetworks.

The discovery that the functioning of everyone's brain isvariable- that we ALL have different strengths and limitationsin perception, working memory, and processing- means thatmultiple, flexible approaches to teaching and learning arerequired to meet the needs of all learners. This recent brainresearch provides a solid foundation for Universal Design forLearning.




A Universally Designed Staircase

Universal Design

Design “…products and environments to be usable byall people, to the greatest extent possible, without theneed for adaptation or specialized design.”

–Ron Mace

The Universal Design movement in architecture has alsobeen foundational for Universal Design for Learning.Universal Design was developed by Ron Mace and hiscolleagues as a set of seven principles that could be appliedto the up-front design of architecture, environments, andproducts that would remove barriers and provide thebroadest level of access to everyone.

Universal Design is used as a metaphor to advocate forup-front design to remove as many barriers to the curriculumand make it as accessible, inclusive, and interactive to abroadest amount of learners as possible.




Digital Technology

Use flexible, interactive formats for content with digital supports for access and comprehension.

Digital technology has provided many advances in terms of the organization, use, and exchange of information. It has alsogiven us extremely powerful, flexible, and creative ways to generate, record, and manipulate text, images, and audio toconstruct and demonstrate knowledge.

Digital versions of text have been ground-breaking in removing barriers to the access of printed books with multiple optionsfor display like text size and contrast, text-to-speech, language translation, and alternative textual descriptions of images anddiagrams. Web 2.0 applications have made content interactive and support both social learning, and local knowledgeconstruction and content generation through the use of collaborative tools like wikis, YouTube, gaming, and social networks.This screenshot is a UDL learning tool from CAST.

UDL Editions by CAST- Gettysburg Address




Universal Design for Learning

Provide Multiple, Flexible Curricular Options

"Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities tolearn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work foreveryone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted forindividual needs." -CAST

Download the UDL Guidelines2.0 for you to use.

Universal Design for Learning Guidelines




Supporting Learning in the Recognition Networks

Recognition Networks- the "what" of learning:

How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's or artist's style arerecognition tasks.

Present information and content in different ways.

Recognition Network - Representation




Supporting Learning in the Strategic Networks

Strategic Networks- the "how" of learning:

Planning and performing tasks. How we organize and express our ideas. Writing an essay, solving a math problem, ordeveloping a dance rotine are strategic tasks. Differentiate how students express what they know

Strategic Network - Action and Expression




Supporting Learning in the Affective Networks

Affective Networks- the "why" of learning:

How learners get engaged and stay motivated. How they are challenged, excited, or interested with cultrually meaningfuland relevant content. These are affective dimensions.

Stimulate interest and motivation for learning.

Affective Networks - Engagement




Supporting Expert Learning through Universally Designed Curriculum

UDL Supporting Expert Learning




Supporting Expert Learning- Access

Supporting Expert Learning- Access




Supporting Expert Learning- Guided Practice

Supporting Expert Learning- Guided Supports




Supporting Expert Learning - Independent Practice

Supporting Expert Learning - Independent Practice




Using the UDL Guidelines

A heuristic guide to inform curricular decision-making

UDL Checklist for multiple, flexible options for…

Universal Design for LearningChecklist




VSA Case Study

View VoiceThread of VSA of MA Teaching Artist Marsha Parrilla teaching at the Ohrenberger School inBoston, MA. Or try VoiceThread Universal as a more flexible option for displaying VoiceThread.

What did you see or hear that may be UDL?

VSA Case: Marsha Parrilla




VSA Case Study: UDL Checklist

Arts options for inclusive teaching and learning.

VSA Case Study: UDLChecklist




Curriculum Design for Inclusive Arts Teaching and Learning: UDL by Don Glass is licensed by VSA under a CreativeCommons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Permissions beyond the scope of this license may

be available at http://www.vsarts.org.

These resources were developed in partnership with VSA, VSA Massachusetts, and Lesely University.



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Curriculum Design for Inclusive Arts Teaching and Learning ... · Created with CAST's UDL Book Builder Curriculum Design for Inclusive Arts Teaching and Learning Module 2 Universal