“It is dreadful irony that

students with disabilities have better access to school buildings

than they do to the curricula within

them.” (Dolan 1)

Universal Design for Learning

Lori Worsham & Sarah Wostbrock

EDUC 6300

10 September 2008

Introduction

• Teachers are required by law to provide high-quality standards-based education to all students (Meo, 2008).

– IDEA 2004 gives students this right regardless of disability

– NCLB holds schools responsible for the testing outcomes of all student groups

Introduction• Teachers are likely to encounter a

class with a broad range of diversity. – Learning Styles/Multiple Intelligences– Learning/Physical Disabilities– Emotional/Behavioral Challenges– Language/Cultural Backgrounds– Lack of Interest/Motivation– Prior Knowledge

(CAST, 2007)

Introduction

But a traditional classroom and curriculum with little flexibility make it difficult for teachers to meet the needs of all students.

Introduction

• Traditional Approach:

– One curriculum for all learners– One method for engagement– One assessment method

Teacher re-designs curriculum for each student requiring accommodations

(Harris, Kaff, & Anderson, 2007)

Definition

Universal Design for Learning

• An Educational Framework– Reduce Barriers to Learning

• Compliance with IDEA (2004)

• Compliance with No Child Left Behind Legislation

(Jimenez, Graf, & Rose, 2007)

Definition

• Universal Design for Learning Approach

– Curricula pre-designed to meet the needs of a diversity of learners

– Opens the curricula to multiple means of expression, presentation, and engagement

– Is universal in that all learning differences are accommodated

(CAST 2007)

Definition

UDL Approach

Pre-designed for Diversity

(Harris, et. al. 2007)

Definition

UDL Approach

Multiple Means of PresentationEngagementExpression

(Harris, et. al. 2007)

Definition

UDL Approach

Provides forVariety of learning styles

Variety of mental and physical abilities

(Harris, et. al. 2007)

History• 1970s—Architect Michael Bednar’s

philosophy that, “Everyone’s functional capacity is enhanced when environmental barriers are removed” (Moore, 2007).

• 1980s—Architectural Universal Design gains momentum in the professional world

History

• 1987—the World Design Congress states that public buildings should incorporate the needs of aging individuals

• 1987—Ron Mace coins the

term “Universal Design”

(Moore, 2007). • 1990—Americans with

Disabilities Act adds legal

strength

History

1984— The Center for Applied Special Technology (CAST) founded to bring universal design concepts to educational content and delivery.

Science of UDL• Universal Design is based on

the fact that, if you consider scientific research, there are no “special” or “normal” students. “The notion of rigid categories of learners—smart/not smart, disabled/not disabled, regular/irregular—is an unrealistic oversimplification” (Dolan & Hall, 2001).

Science of UDL

• Simple tasks are performed by one area of the brain, more complex tasks such as learning involve interaction between separate areas of the brain or networking. Networking patterns are unique to every individual (CAST, 2007).

Science of UDLHowever, brain research has identified three networking patterns that apply to all learners:

Networking Pattern

Question

Answered

Action

Taken

Recognition What? Receive, gather, analyze

Affective Why? Evaluate, relate, engage

Strategic How? Process, plan, make sense of

(CAST, 2007)

Recognition, Affective and Strategic Networks

Image retrieved from www.cast.org 22 August 2008

Eye movement indicating the use of different Brain Networking Patterns

Images retrieved from www.cast.org 22 August 2008

Science of UDLHowever, brain research has identified three networking patterns that apply to all learners:

Networking Pattern Question

Action

Taken

Recognition What? Receive, gather, analyze

Affective Why? Evaluate,

Relate, engage

Strategic How? Process, plan,

make sense of

UDL Component

Presentation

Engagement

Expression

(Harris, et. al. 2007)

Universal Design for Learning Instructional Methods

1. Differentiated Instruction

2. Cooperative Learning

3. Reciprocal Teaching

4. Thematic Teaching

5. Community Based Instruction

(Jimenez, et. al. 2007)

1. Differentiated Instruction

a. Content: what students learn

b. Process: how students learn

c. Product: how students demonstrate what they have learned

UDL Instructional Methods

(Jimenez, et. al. 2007)

2. Cooperative Learning

Students work together in small groups, tapping one another as sources for learning.

UDL Instructional Methods

(Jimenez, et. al. 2007)

3. Reciprocal Teaching

Small group dialogues between teachers and students around text, reviewing

comprehension strategies.

UDL Instructional Methods

(Jimenez, et. al. 2007)

4. Thematic Teaching

Center lessons on a particular theme that can be used in a variety of content areas.

UDL Instructional Methods

(Jimenez, et. al. 2007)

5. Community Based Instruction

Students apply concepts or skills they’ve learned in a community setting.

UDL Instructional Methods

(Jimenez, et. al. 2007)

Presentation Methods:

(the of learning)

Traditional Methods UDL Methods

Teachers Use:

Overhead Projectors

White Board

Lectures

PowerPoint

Teachers Use:

PowerPoint with:

Audio

Video

Notes, etc

Teacher-Created Blogs(Harris, et. al. 2007)

Presentation Methods

(the of learning)

Traditional Methods

UDL Methods

Students Use:

Worksheets

Textbooks

Students Use:

Podcasts

Multimedia Books

Electronic Text

Graphic Organizers

(Harris, et. al. 2007)

Engagement Methods

(the of learning)

Traditional Methods UDL Methods

Teachers Use/Lead:

Notes to class

Cooperative Learning

Hands-on Activities

Teachers Use/lead:

Guided Notes to Class

Skits

Models

Concept Maps -- Key Ideas

(Harris, et. al. 2007)

Engagement Methods

(the of learning)

Traditional Methods UDL Methods

Students Create:

Independent Projects

Whole-class Presentations

Students Create:

Podcasts

On-line Discussions

(Harris, et. al. 2007)

Expression Methods

(the of learning)

Traditional Methods UDL Methods

Teachers Create:

Tests and Quizzes

Teachers Create:

Rubrics

Online Quizzes and Activities

Graphics Organizer Programs

Tiered Assessments(Harris, et. al. 2007)

Expression Methods

(the of learning)

Traditional Methods UDL Methods

Students Create:

Written reports

Oral reports

Posters

Students Create:

Podcasts

Blog Entries

Web Sites

Power Point

Portfolios(Harris, et. al. 2007)

Educator Checklist

• Universal Design for Learning Guidelines

Lesson Plan Make-Over

References

• Bernacchio, Charles and Michele Mullen. (2007). Universal Design for Learning. Psychiatric Rehabilitation, 31(2), 167-169.

• Center for Applied Special Technology (CAST). (2007). Universal Design for Learning. Retrieved August

22, 2008, from http://www.cast.org/index.html

• Dolan, Robert P. and Tracey E. Hall. (2001). “Universal Design for Learning: Implications for Large-Scale Assessment. IDA Perspectives, 27(4). Retrieved August 22, 2008, from

http://www.cast.org/system/galleries/download/byCAST/udlassessment.pdf

References, cont.

• Harris, C.R., Kaff, M.S., & Anderson, M.J., (2007). Designing flexible instruction, Principal Leadership (Middle School Ed.), 7(9), 31-35.

• Jimenez, T.C., Graf, V.L., & Rose, E (2007). Gaining access to general education: The promise of Universal Design for Learning, Issues in Teacher Education, 2(16), 41-54.

• Meo, Grace. (2008). Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program. Preventing School Failure, 52(2), 21-30.

References, cont.

• Mercurio, M., MacDonald, L., Bottenberg, D., Johnson, B., & Tubin, Bosmat (2007). Tailoring instruction

to meet student needs: Don’t analyze students – ask them! Tech Trends, 51(4), 52-53.

• Moore, Stephanie L. (2007). Universal Design for Learning [Review of the book Teaching Every Student in the Digital Age]. Educational Technology Research & Development, 55, 521-525.