UNIVERSAL DEISGN UNIVERSAL DESIGN FOR LEARNING 1

UNIVERSAL DEISGNUNIVERSAL DEISGN

UNIVERSAL DESIGN FOR UNIVERSAL DESIGN FOR LEARNINGLEARNING

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UNIVERSAL DESIGNUNIVERSAL DESIGN

• Universal design (UD) is the design of products Universal design (UD) is the design of products and environments to be usable by all people, to and environments to be usable by all people, to the greatest extent possible, without the need for the greatest extent possible, without the need for adaptation or specialized design.adaptation or specialized design.–Ron Mace–Ron Mace

© Copyright 2008 © Copyright 2008 Center for Universal DesignCenter for Universal Design, , College of DesignCollege of Design, , North Carolina State UniversityNorth Carolina State University ( (www.design.ncsu.eduwww.design.ncsu.edu::))

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http://www.design.ncsu.edu/cud

http://ncsudesign.org/content/index.cfm/mode/1/fuseaction/homepage

http://www.ncsu.edu/

http://www.design.ncsu.edu/

http://www.design.ncsu.edu/

Universal Design PrinciplesUniversal Design Principles

• PRINCIPLE ONE: Equitable UsePRINCIPLE ONE: Equitable Use

The design is useful and marketable to people with diverse abilities.The design is useful and marketable to people with diverse abilities.

Guidelines:Guidelines:

• 1a.1a. Provide the same means of use for all users: identical whenever Provide the same means of use for all users: identical whenever possible; equivalent when not.possible; equivalent when not.

•1b.1b. Avoid segregating or stigmatizing any users. Avoid segregating or stigmatizing any users.

•1c.1c. Provisions for privacy, security, and safety should be equally available Provisions for privacy, security, and safety should be equally available to all users.to all users.

•1d.1d. Make the design appealing to all users. Make the design appealing to all users.

Copyright 1997 Copyright 1997 NC State UniversityNC State University, , The Center for Universal DesignThe Center for Universal Design (“www.design.ncsu.edu;”)(“www.design.ncsu.edu;”)

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http://www.design.ncsu.edu/cud/index.htm

Universal Design PrinciplesUniversal Design Principles

• PRINCIPLE TWO: Flexibility in UsePRINCIPLE TWO: Flexibility in Use

The design accommodates a wide range of individual preferences and abilities.The design accommodates a wide range of individual preferences and abilities.


• 2a.2a. Provide choice in methods of use. Provide choice in methods of use.

• 2b.2b. Accommodate right- or left-handed access and use. Accommodate right- or left-handed access and use.

• 2c.2c. Facilitate the user's accuracy and precision. Facilitate the user's accuracy and precision.

• 2d.2d. Provide adaptability to the user's pace. Provide adaptability to the user's pace.


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Universal Design PrincipleUniversal Design Principle

• PRINCIPLE THREE: Simple and Intuitive UsePRINCIPLE THREE: Simple and Intuitive Use

• Use of the design is easy to understand, regardless of the user's experience, knowledge, language Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.skills, or current concentration level.


• 3a.3a. Eliminate unnecessary complexity. Eliminate unnecessary complexity.

3b.3b. Be consistent with user expectations and intuition. Be consistent with user expectations and intuition.•

3c.3c. Accommodate a wide range of literacy and language skills. Accommodate a wide range of literacy and language skills.•

3d.3d. Arrange information consistent with its importance. Arrange information consistent with its importance.•

3e.3e. Provide effective prompting and feedback during and after task completion. Provide effective prompting and feedback during and after task completion.


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• PRINCIPLE FOUR:PRINCIPLE FOUR: Perceptible InformationPerceptible Information

The design communicates necessary information effectively to the user, regardless of ambient The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.conditions or the user's sensory abilities.


• 4a.4a. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information.information.

•4b.4b. Provide adequate contrast between essential information and its surroundings. Provide adequate contrast between essential information and its surroundings.

•4c.4c. Maximize "legibility" of essential information. Maximize "legibility" of essential information.

•4d.4d. Differentiate elements in ways that can be described (i.e., make it easy to give instructions Differentiate elements in ways that can be described (i.e., make it easy to give instructions or directions).or directions).

4e.4e. Provide compatibility with a variety of techniques or devices used by people with sensory Provide compatibility with a variety of techniques or devices used by people with sensory limitations. limitations.

Copyright 1997 Copyright 1997 NC State UniversityNC State University, , The Center for Universal DesignThe Center for Universal Design (“www.design.ncsu.edu;”)(“www.design.ncsu.edu;”)6




• PRINCIPLE FIVE: PRINCIPLE FIVE: Tolerance for ErrorTolerance for Error

The design minimizes hazards and the adverse consequences of accidental or unintended The design minimizes hazards and the adverse consequences of accidental or unintended actions.actions.


• 5a.5a. Arrange elements to minimize hazards and errors: most used elements, most Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded.accessible; hazardous elements eliminated, isolated, or shielded.

•5b.5b. Provide warnings of hazards and errors. Provide warnings of hazards and errors.

•5c.5c. Provide fail safe features. Provide fail safe features.

•5d.5d. Discourage unconscious action in tasks that require vigilance. Discourage unconscious action in tasks that require vigilance.

Copyright 1997 Copyright 1997 NC State UniversityNC State University, The Center for Universal Design , The Center for Universal Design (“www.design.ncsu.edu;”)(“www.design.ncsu.edu;”)

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• PRINCIPLE SIX: Low Physical EffortPRINCIPLE SIX: Low Physical Effort

The design can be used efficiently and comfortably and with a minimum of The design can be used efficiently and comfortably and with a minimum of fatigue.fatigue.


• 6a.6a. Allow user to maintain a neutral body position. Allow user to maintain a neutral body position.

6b.6b. Use reasonable operating forces. Use reasonable operating forces.•

6c.6c. Minimize repetitive actions. Minimize repetitive actions.•

6d.6d. Minimize sustained physical effort. Minimize sustained physical effort.

Copyright 1997 NC State University, The Center for Universal Design (Copyright 1997 NC State University, The Center for Universal Design (“www.design.ncsu.edu;”)“www.design.ncsu.edu;”)

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• PRINCIPLE SEVEN: Size and Space for Approach and UsePRINCIPLE SEVEN: Size and Space for Approach and Use

Appropriate size and space is provided for approach, reach, manipulation, and use Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. regardless of user's body size, posture, or mobility.


• 7a.7a. Provide a clear line of sight to important elements for any seated or standing Provide a clear line of sight to important elements for any seated or standing user.user.

•7b.7b. Make reach to all components comfortable for any seated or standing user. Make reach to all components comfortable for any seated or standing user.

•7c.7c. Accommodate variations in hand and grip size. Accommodate variations in hand and grip size.

•7d.7d. Provide adequate space for the use of assistive devices or personal assistance. Provide adequate space for the use of assistive devices or personal assistance.

Copyright 1997 NC State University, The Center for Universal Design Copyright 1997 NC State University, The Center for Universal Design (“www.design.ncsu.edu;”)(“www.design.ncsu.edu;”)

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Universal Design Universal Design Assistive TechnologyAssistive Technology• Assistive technology is defined by IDEA '97 (2000). The law defined assistive technology and the related Assistive technology is defined by IDEA '97 (2000). The law defined assistive technology and the related

terms assistive technology device and assistive technology service as follows:terms assistive technology device and assistive technology service as follows:

• The term assistive technology means technology designed to be utilized in an assistive technology device or The term assistive technology means technology designed to be utilized in an assistive technology device or assistive technology service. Device and service are also defined:assistive technology service. Device and service are also defined:

• Assistive technology device: The term assistive technology device means any item, piece of equipment, or Assistive technology device: The term assistive technology device means any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities (20 U.S.C. §1400(1)).or improve functional capabilities of individuals with disabilities (20 U.S.C. §1400(1)).

• Assistive technology service: The term assistive technology service means any service that directly assists an Assistive technology service: The term assistive technology service means any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device (20 U.S.C. individual with a disability in the selection, acquisition, or use of an assistive technology device (20 U.S.C. §1400(2)).§1400(2)).

Assistive Technology, Universal Design, Universal Design for Learning: Improved Learning Opportunities, Chuck Hitchcock & Skip Stahl, National Center on Accessing the General Curriculum at CAST, Wakefield, MA

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Universal DesignUniversal DesignAssistive TechnologyAssistive Technology

Assistive Technology Cont’ed:Assistive Technology Cont’ed:

• Where assistive technology is appropriate, it is especially important to provide Where assistive technology is appropriate, it is especially important to provide supports for training, and recommendations for funding during the transition from high supports for training, and recommendations for funding during the transition from high school to postsecondary education (Mull & Sitlington, 2003). school to postsecondary education (Mull & Sitlington, 2003).

• Ideally, supports for assistive technology should begin in elementary school and Ideally, supports for assistive technology should begin in elementary school and continue through high schoolcontinue through high school

• Assistive Technology may impact accommodations for high stakes testingAssistive Technology may impact accommodations for high stakes testing

• Universal Design does not eliminate the need for assistive technology tools or servicesUniversal Design does not eliminate the need for assistive technology tools or services

Assistive Technology, Universal Design, Universal Design for Learning: Improved Learning Opportunities, Chuck Hitchcock & Skip Stahl, National Center on Accessing the General Curriculum at CAST, Wakefield, MA

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Universal Design for LearningUniversal Design for Learning

Rose and Meyer (Rose and Meyer (2002), authors of Teaching Every Student in the Digital Age: Universal Design for 2002), authors of Teaching Every Student in the Digital Age: Universal Design for Learning, explain:Learning, explain:

• Students have many kinds of intelligence and many ways of learningStudents have many kinds of intelligence and many ways of learning• Specific techniques matched to the principles of Universal Design for Learning can support diverse Specific techniques matched to the principles of Universal Design for Learning can support diverse

learnerslearners

Example:Example:• To support recognition learning, teachers should provide multiple, flexible methods of presentationTo support recognition learning, teachers should provide multiple, flexible methods of presentation• To support strategic learning, teachers should multiple, flexible methods of expressionTo support strategic learning, teachers should multiple, flexible methods of expression• To support affective learning, teachers should provide multiple, flexible options for engagementTo support affective learning, teachers should provide multiple, flexible options for engagement

• Three categories of support: recognition, strategic, and affective, provide the foundation of the three Three categories of support: recognition, strategic, and affective, provide the foundation of the three principles of UDL principles of UDL

Methods for implementing principles can be freely accessed: www.cast.org/teachingeverystudentMethods for implementing principles can be freely accessed: www.cast.org/teachingeverystudent

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UNIVERSAL DESIGNUNIVERSAL DESIGNUNIVERSAL DESIGN FOR LEARNINGUNIVERSAL DESIGN FOR LEARNING

• Universal Design for Learning (UDL) calls for ...Universal Design for Learning (UDL) calls for ...

• Multiple means of representation,Multiple means of representation, to give learners various ways of acquiring to give learners various ways of acquiring information and knowledge, information and knowledge,

• Multiple means of action and expression,Multiple means of action and expression, to provide learners alternatives for to provide learners alternatives for demonstrating what they know, demonstrating what they know,

• Multiple means of engagement,Multiple means of engagement, to tap into learners' interests, offer appropriate to tap into learners' interests, offer appropriate challenges, and increase motivationchallenges, and increase motivation

CAST (2008) Universal design for learning guidelines version1.0. Wakefield, MA: AuthorCAST (2008) Universal design for learning guidelines version1.0. Wakefield, MA: Author(“www.cast.org;”)(“www.cast.org;”)

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Universal Design for LearningUniversal Design for Learning

Applying the principles of UDL in educational practice will support theApplying the principles of UDL in educational practice will support the

achievement of all students by providing:achievement of all students by providing:

a. Appropriate goals for learning and performancea. Appropriate goals for learning and performance

b. Flexible and supportive digital materials usable with new electronic b. Flexible and supportive digital materials usable with new electronic tools for access and learningtools for access and learning

c. Flexible and diverse methods while applying appropriate challenges c. Flexible and diverse methods while applying appropriate challenges and supportand support

d. Accessible and flexible assessments that measure what needs to be d. Accessible and flexible assessments that measure what needs to be measuredmeasured

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Universal Design for LearningUniversal Design for LearningUniversally Designed CurriculumUniversally Designed Curriculum

A universally designed curriculum is aligned with the spirit, ideals and goals of No A universally designed curriculum is aligned with the spirit, ideals and goals of No Child Left Behind (NCLB) and Individuals with Disabilities Education Act Child Left Behind (NCLB) and Individuals with Disabilities Education Act (IDEA).(IDEA).

A universally designed curriculum is one that:A universally designed curriculum is one that:

• Has been designed, from the outset, to achieve such resultsHas been designed, from the outset, to achieve such results

• Has been specifically designed, developed, and validated to meet the needs of the Has been specifically designed, developed, and validated to meet the needs of the full range of students who are actually in our schools (Rose, 2003, p.1)full range of students who are actually in our schools (Rose, 2003, p.1)

• Designed to reach students with a wide range of sensory, motor, cognitive, Designed to reach students with a wide range of sensory, motor, cognitive, linguistic, and affective abilities and disabilities rather than a narrow range of linguistic, and affective abilities and disabilities rather than a narrow range of students in the "middle" of the population. (Rose, 2003, p.1)students in the "middle" of the population. (Rose, 2003, p.1)

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Universal Design for LearningUniversal Design for LearningCurriculumCurriculum • Universal Design for Learning looks to curriculum itself not solely to learnerUniversal Design for Learning looks to curriculum itself not solely to learner

• Built in flexibility options can be embedded within the curriculum, otherwise, costly in time and resources to improve access, Built in flexibility options can be embedded within the curriculum, otherwise, costly in time and resources to improve access, participation, and progress through adapted materialsparticipation, and progress through adapted materials

• Allows for adjustments to be made to meet needs and preferences of each learnerAllows for adjustments to be made to meet needs and preferences of each learner

• Reduces but does not eliminate need for assistive technologies, for example, students with visual difficulties using screen Reduces but does not eliminate need for assistive technologies, for example, students with visual difficulties using screen magnification will still need their toolsmagnification will still need their tools

• Shifts the role of assistive technologyShifts the role of assistive technology

• Curriculum accessed by combination of hardware and software providing flexible access to core content and activities in general Curriculum accessed by combination of hardware and software providing flexible access to core content and activities in general education curriculum without undue accommodations or modificationseducation curriculum without undue accommodations or modifications

• Current school environments do not provide a single solution to all accessibility and support necessary for learningCurrent school environments do not provide a single solution to all accessibility and support necessary for learning

• Assistive technologies, universal design, and UDL must co-exist providing an environment for maximum access and support for all Assistive technologies, universal design, and UDL must co-exist providing an environment for maximum access and support for all learnerslearners

Rose and Meyer (2002) pp 24-30Rose and Meyer (2002) pp 24-30

• RR

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Universal Design for LearningUniversal Design for LearningCurriculumCurriculum

UDL goals, methods, assessments, and materials offer:UDL goals, methods, assessments, and materials offer:

• Ways to think about planning, methods for developing appropriate goals that do not Ways to think about planning, methods for developing appropriate goals that do not confound the ends with the meansconfound the ends with the means

• Ways to enhance learning with strategy instructionWays to enhance learning with strategy instruction

• Ways to develop and obtain accessible learning materials that are usable by all studentsWays to develop and obtain accessible learning materials that are usable by all students

• Methods for providing assessments that are accessible and appropriate for all learners.Methods for providing assessments that are accessible and appropriate for all learners.

A Universally Designed Curriculum Cannot be Purchased!A Universally Designed Curriculum Cannot be Purchased!

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Universal Design for Learning Principle/AssessmentUniversal Design for Learning Principle/Assessment

Universal Design PrincipleUniversal Design Principle Elements of Universally Designed Elements of Universally Designed AssessmentsAssessments

Equitable UseEquitable Use – design is useful and marketable to people with – design is useful and marketable to people with diverse abilities.diverse abilities.

Reflected in all elements.Reflected in all elements.

Flexibility in UseFlexibility in Use – design accommodates a wide range of – design accommodates a wide range of individual preferences and abilities.individual preferences and abilities.

Especially reflected in elements #1 (inclusive assessment Especially reflected in elements #1 (inclusive assessment population), #3 (accessible, non-biased items), #4 population), #3 (accessible, non-biased items), #4 (amenable to accommodations), and #6 (maximum (amenable to accommodations), and #6 (maximum readability and comprehensibility).readability and comprehensibility).

Simple and Intuitive UseSimple and Intuitive Use – design is easy to understand, regardless – design is easy to understand, regardless of user’s experience, knowledge, language skills, or current of user’s experience, knowledge, language skills, or current concentration level.concentration level.

Especially reflected in elements #5 (simple, clear, intuitive Especially reflected in elements #5 (simple, clear, intuitive instructions and procedures), #6 (maximum readability instructions and procedures), #6 (maximum readability and comprehensibility), and #7 (maximum legibility).and comprehensibility), and #7 (maximum legibility).

Perceptible InformationPerceptible Information – design communicates necessary – design communicates necessary information effectively to the user, regardless of ambient information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.conditions or the user’s sensory abilities.

Especially reflected in elements #4 (amenable to Especially reflected in elements #4 (amenable to accommodations), #5 (simple, clear, intuitive instructions accommodations), #5 (simple, clear, intuitive instructions and procedures), and #7 (maximum legibility).and procedures), and #7 (maximum legibility).

Tolerance for ErrorTolerance for Error – design can be used efficiently and – design can be used efficiently and comfortably and with a minimum of fatigue.comfortably and with a minimum of fatigue.

Reflected in elements #2 (precisely defined constructs) and #5 Reflected in elements #2 (precisely defined constructs) and #5 (simple, clear, intuitive instructions and procedures).(simple, clear, intuitive instructions and procedures).

Low Physical EffortLow Physical Effort – design can be used efficiently and – design can be used efficiently and comfortably and with a minimum of fatigue.comfortably and with a minimum of fatigue.

Primarily reflected in element #7 (maximum legibility). Primarily reflected in element #7 (maximum legibility).

Size and Space for Approach and UseSize and Space for Approach and Use – appropriate size and space – appropriate size and space is provided for approach, reach, manipulation, and use is provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility.regardless of user’s body size, posture, or mobility.

Primarily reflected in elements #4 (amenable to Primarily reflected in elements #4 (amenable to accommodations), and #7 (maximum legibility).accommodations), and #7 (maximum legibility).

Thompson, S. J., Johnstone, C. J., & Thurlow, M. L. (2002). Universal design applied to large scale assessments (Synthesis Report 44). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved April 21, 2008, from the

World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/Synthesis44.html

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Universal Design for Learning Universal Design for Learning Explanations For Research Questions Posed By Explanations For Research Questions Posed By Hitchcock & Stahl Hitchcock & Stahl Regarding Curriculum Materials and Tools:Regarding Curriculum Materials and Tools:

(a) What media are transformable, such as print to speech, in ways that promote understanding?(a) What media are transformable, such as print to speech, in ways that promote understanding?

Examples are:Examples are:

• Boardmaker 5.0Boardmaker 5.0 Making visuals, translating wordsMaking visuals, translating words

• Microsoft WordMicrosoft Word Readability statistics, forms tool bar, sound Readability statistics, forms tool bar, sound recordingrecording

• PowertalkPowertalk Text to speech for PowerPointsText to speech for PowerPoints

• Photo AlbumPhoto Album Easily create PowerPoint slide showsEasily create PowerPoint slide shows

• TumblebooksTumblebooks Digital storybooksDigital storybooks

• Inspiration 7.5Inspiration 7.5 Graphic OrganizerGraphic Organizer

• ReadPleaseReadPlease Text to speech for the troubled reader/writerText to speech for the troubled reader/writer

• United streaming.comUnited streaming.com Video resourcesVideo resources

• OpenMind2OpenMind2 Graphic organizerGraphic organizer

• AudacityAudacity Free audio recorderFree audio recorder

• Safari MontageSafari Montage Video resourcesVideo resources

• Windows High Contrast FeatureWindows High Contrast Feature Change screen contrastChange screen contrast

CAST (2008) Universal design for learning guidelines (“www.cast.org;”)CAST (2008) Universal design for learning guidelines (“www.cast.org;”)19

Universal Design for LearningUniversal Design for Learning Explanations For Research Questions Posed By Explanations For Research Questions Posed By Hitchcock & Stahl Hitchcock & Stahl

Regarding Materials and Tools:Regarding Materials and Tools:

(e) For whom does having choices and being (or feeling) in control make a difference?(e) For whom does having choices and being (or feeling) in control make a difference?

• Using a variety of choices for learning and demonstration of knowledge removes Using a variety of choices for learning and demonstration of knowledge removes barriers and provides a sense of control to students and teachers. barriers and provides a sense of control to students and teachers.

• Choice of materials, content, tools offer adjustable levels of content, and challenge Choice of materials, content, tools offer adjustable levels of content, and challenge ultimately provides a variety of ways to be successful and allows the students the ultimately provides a variety of ways to be successful and allows the students the opportunity to demonstrate their strengths and become fully engaged and take opportunity to demonstrate their strengths and become fully engaged and take ownership of the project. ownership of the project.

• When teachers providing choices have had the opportunity to explore and rethink the When teachers providing choices have had the opportunity to explore and rethink the instructional material concentrating on the content and overall learning goal rather instructional material concentrating on the content and overall learning goal rather than the methodology.than the methodology.

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Universal Design for LearningUniversal Design for LearningExplanations For Research Questions Posed By Explanations For Research Questions Posed By Hitchcock & Stahl Hitchcock & Stahl

Regarding Curriculum Materials and Tools:Regarding Curriculum Materials and Tools:

(b) What types of information are best provided in multiple representations?(b) What types of information are best provided in multiple representations?

• Instructional information presented in multiple representation provides Instructional information presented in multiple representation provides opportunities to transcend all individual preferred styles of learning within opportunities to transcend all individual preferred styles of learning within the classroom. the classroom.

• Students with and without disabilities will benefit from high quality, high Students with and without disabilities will benefit from high quality, high expectation multi-sensory instruction, in keeping with the American public expectation multi-sensory instruction, in keeping with the American public education standards movement "to enable all students to attain high levels education standards movement "to enable all students to attain high levels of academic achievement" (Heubert 2002, p.2)of academic achievement" (Heubert 2002, p.2)

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(c) How can multiple media be used to effectively demonstrate learner skills and (c) How can multiple media be used to effectively demonstrate learner skills and knowledge?knowledge?

• Demonstration of learner skills and knowledge and be effectively demonstrated Demonstration of learner skills and knowledge and be effectively demonstrated through the use of multiple media providing an outlet for self expression, through the use of multiple media providing an outlet for self expression, understanding, creativity, and serve as a portfolio of background, acquired and understanding, creativity, and serve as a portfolio of background, acquired and applied skill or knowledge. applied skill or knowledge.

• Multi media formats provide the opportunity for students to express knowledge Multi media formats provide the opportunity for students to express knowledge in a high quality preferred style or styles, i.e., auditory, visual, tactile, or in a high quality preferred style or styles, i.e., auditory, visual, tactile, or kinaesthetic and provide an effective and deeper assessment tool. kinaesthetic and provide an effective and deeper assessment tool.

• Incorporating UDL with multiple media is a process not a single summative Incorporating UDL with multiple media is a process not a single summative test, students can share resources, support each others learning, take on test, students can share resources, support each others learning, take on different roles and become fully engaged in the learning process.different roles and become fully engaged in the learning process.

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(d) To improve learning, when should switch controls be built into software rather than added (d) To improve learning, when should switch controls be built into software rather than added later using 3rd party software tools? later using 3rd party software tools?

• Ideally to improve learning switch controls should be incorporated from the beginning into Ideally to improve learning switch controls should be incorporated from the beginning into software. software.

• The product should be designed incorporating UDL principles with will maximize The product should be designed incorporating UDL principles with will maximize opportunities, using a variety of techniques and strategies for both the student and teacher.opportunities, using a variety of techniques and strategies for both the student and teacher.

• Adding 3rd party software tools can be costly in both time and money, lack uniformity and Adding 3rd party software tools can be costly in both time and money, lack uniformity and compatibility, cohesiveness and may require additional software instruction. compatibility, cohesiveness and may require additional software instruction.

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Regarding Student Learning Activities:Regarding Student Learning Activities:(a)(a) When using text-to-speech supports with synchronized highlighting, do learners track the When using text-to-speech supports with synchronized highlighting, do learners track the

text word by word?text word by word?

• Text-to-speech supports with synchronized highlighting support students with stronger or Text-to-speech supports with synchronized highlighting support students with stronger or weaker or stronger reading skills read at a challenging but comfortable level by offering weaker or stronger reading skills read at a challenging but comfortable level by offering different levels of support. different levels of support.

• The synchronized highlighting feature can track words on a page and associate how it looks The synchronized highlighting feature can track words on a page and associate how it looks from how the word sounds. from how the word sounds.

• Flexibility of in the level of support makes text-to-speech makes this feature an important Flexibility of in the level of support makes text-to-speech makes this feature an important component of a learners tool box.component of a learners tool box.

(b) When does improved access to information actually create barriers to progress and (b) When does improved access to information actually create barriers to progress and learning?learning?

• Improved access to information can create barriers to progress and learning when there is Improved access to information can create barriers to progress and learning when there is lack of training, lack of built supports (not user friendly), lack of continuity or consistence lack of training, lack of built supports (not user friendly), lack of continuity or consistence and and create a substantial outlay of time and money.create a substantial outlay of time and money.

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Regarding Student Learning Activities: Regarding Student Learning Activities:

(c) Can text-to-speech with synchronized highlighting lead to improved reading abilities?(c) Can text-to-speech with synchronized highlighting lead to improved reading abilities?

• The text-to-speech with synchronized highlighting can improve reading ability especially The text-to-speech with synchronized highlighting can improve reading ability especially for below average readers, readers with disabilities and English language learners by for below average readers, readers with disabilities and English language learners by allowing a student to:allowing a student to:

• track the wordtrack the word

• the way it sounds, the way it sounds,

• how it is used how it is used

• what the word looks like. what the word looks like.

Fluency and comprehension of material can be substantially impacted dependent upon theFluency and comprehension of material can be substantially impacted dependent upon the

individual needs of the student.individual needs of the student.

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Regarding Student Learning ActivitiesRegarding Student Learning Activities

(d) What strategies should be embedded in digital text environments to enhance (d) What strategies should be embedded in digital text environments to enhance understanding?understanding?

• Embedded digital text may include supports or scaffolds such as:Embedded digital text may include supports or scaffolds such as:

• mind maps,mind maps,

• web templates,web templates,

• prompts for comprehension strategies,prompts for comprehension strategies,

• summarizing, predicting, questioning, and visualizationsummarizing, predicting, questioning, and visualization

The digital text can be modified to offer different levels of support and flexibility The digital text can be modified to offer different levels of support and flexibility to reach the various preferred styles of learning within the classroom to reach the various preferred styles of learning within the classroom

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Universal Design for LearningUniversal Design for Learning Explanations For Research Questions Posed By Explanations For Research Questions Posed By Hitchcock & Stahl Hitchcock & Stahl Regarding Student Learning Activities:Regarding Student Learning Activities:

(e) How can we determine the right balance of challenges and support for individual students?(e) How can we determine the right balance of challenges and support for individual students?

The Center for Applied Special Technology (CAST) on their website www.cast.org provide the following The Center for Applied Special Technology (CAST) on their website www.cast.org provide the following blueprint for applying UDL:blueprint for applying UDL:

Principle 1, Guidline 1, Multiple Means of Representation which provide options for:Principle 1, Guidline 1, Multiple Means of Representation which provide options for:

PerceptionPerception Display of informationDisplay of information

Alternatives for auditory informationAlternatives for auditory information Alternatives for visual information Alternatives for visual information

Define vocabulary and symbolsDefine vocabulary and symbols Clarify syntax and structureClarify syntax and structure

Decoding text or mathematical notation Decoding text or mathematical notation Promote cross-linguistic understandingPromote cross-linguistic understanding

Key concepts non-linguisticallyKey concepts non-linguistically ComprehensionComprehension

Activate background knowledgeActivate background knowledge Highlight critical features, big ideas, and Highlight critical features, big ideas, and relationshipsrelationships

Guide information processingGuide information processing Support memory and transferSupport memory and transfer

CAST (2008) Universal design for learning guidelines (“www.cast.org;”)CAST (2008) Universal design for learning guidelines (“www.cast.org;”)

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Principle I, Guideline 2, Provide Options for Language and Symbols:Principle I, Guideline 2, Provide Options for Language and Symbols:• Define vocabulary and symbolsDefine vocabulary and symbols• Clarify syntax and structureClarify syntax and structure• Decoding for text for mathematical notationDecoding for text for mathematical notation• Promote cross- linguistic understandingPromote cross- linguistic understanding• Illustrate key concepts non linguisticallyIllustrate key concepts non linguistically

Principle I, Guideline 3, Provide Options for Comprehension:Principle I, Guideline 3, Provide Options for Comprehension:• Provide or activate background knowledgeProvide or activate background knowledge• Highlight critical features, big ideas and relationshipsHighlight critical features, big ideas and relationships• Guide Information ProcessGuide Information Process

• Support Memory TransferSupport Memory Transfer



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Principle II, Guideline 4 - Principle Means of Action and Expression:Principle II, Guideline 4 - Principle Means of Action and Expression:• Options for Physical ActionOptions for Physical Action• Mode of Physical ResponseMode of Physical Response• Accessing tools and Assistive TechnologyAccessing tools and Assistive Technology

Principle II, Guideline 5 - Options for Expressive Skills and Fluency:Principle II, Guideline 5 - Options for Expressive Skills and Fluency:• Options for Media CommunicationOptions for Media Communication• Tools for Composition and Problem SolvingTools for Composition and Problem Solving• Options in scaffold for Practice and PerformanceOptions in scaffold for Practice and Performance

Principle II, Guideline 6Principle II, Guideline 6 - Provide Options for Executive Functions: - Provide Options for Executive Functions:• Guide effective goal-setting Guide effective goal-setting • Support planning and strategy developmentSupport planning and strategy development• Facilitate managing information and resourcesFacilitate managing information and resources• Enhance capacity for monitoring progressEnhance capacity for monitoring progress



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Principle III, Guideline 7 – Provide Multiple Means of Engagement:Principle III, Guideline 7 – Provide Multiple Means of Engagement:

• Provide options for recruiting interestProvide options for recruiting interest

• Increase individual choice and autonomyIncrease individual choice and autonomy

• Enhance relevance, value, and authenticityEnhance relevance, value, and authenticity

• Options that reduce threats and distractionOptions that reduce threats and distraction

Principle III, Guideline 8 –Principle III, Guideline 8 – Provide Options for Sustaining Effort and Persistence: Provide Options for Sustaining Effort and Persistence:

• Heighten salience of goals and objective and supportsHeighten salience of goals and objective and supports

• Vary levels of challenge and supportVary levels of challenge and support

• Foster collaboration and communicationFoster collaboration and communication

• Increase mastery-oriented feedbackIncrease mastery-oriented feedback



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Principle III, Guideline 9 – Provide Options for Self-Regulation:Principle III, Guideline 9 – Provide Options for Self-Regulation:

• Guide personal goal-setting and expectationsGuide personal goal-setting and expectations

• Scaffold coping skills and strategiesScaffold coping skills and strategies

• Options that develop self-assessment and reflection Options that develop self-assessment and reflection



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Regarding Instructional Strategies:Regarding Instructional Strategies:

(a) How should various media be used by educators to effectively improve learning (a) How should various media be used by educators to effectively improve learning opportunities for diverse learning groups? opportunities for diverse learning groups?

• Use of multimedia and digital formats broaden the use and delivery of instructional Use of multimedia and digital formats broaden the use and delivery of instructional materialsmaterials

• Diverse learners benefit from the use of media input which provides a conduit for Diverse learners benefit from the use of media input which provides a conduit for appropriate, flexible and individualized instruction in contrast to textbooks which appropriate, flexible and individualized instruction in contrast to textbooks which follow a one size fits all mythology follow a one size fits all mythology

• Media integration reduces barriers for diverse learners providing materials in multiple Media integration reduces barriers for diverse learners providing materials in multiple formats which are in the mode of today's competitive global and rapidly changing formats which are in the mode of today's competitive global and rapidly changing society. society.

• Instructional formats presented in a variety of media formats reduce the effects of print Instructional formats presented in a variety of media formats reduce the effects of print disabilities, is readily accessible, time efficient and current, teachers are not trapped or disabilities, is readily accessible, time efficient and current, teachers are not trapped or limited to material which may be out of date and trapped within the bound pages of limited to material which may be out of date and trapped within the bound pages of text. text.

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Regarding Instructional Strategies (a) Cont’ed:Regarding Instructional Strategies (a) Cont’ed:

• Students with sensory, motor disabilities, with low cognitive abilities, and with Students with sensory, motor disabilities, with low cognitive abilities, and with attention and organization issues can be provided with flexible formats and an attention and organization issues can be provided with flexible formats and an unlimited resources s to effectively engage students in a variety of learning style unlimited resources s to effectively engage students in a variety of learning style formats. formats.

• No Child Left Behind has increased accountability and expectations for all No Child Left Behind has increased accountability and expectations for all students, including those with disabilities, to access participate, and progress in the students, including those with disabilities, to access participate, and progress in the general curriculum. In order to ensure that every student is able to achieve in the general curriculum. In order to ensure that every student is able to achieve in the general curriculum, teachers must individualize instruction to the greatest extent general curriculum, teachers must individualize instruction to the greatest extent possible (Rose and Meyer, 2006, pg 90)possible (Rose and Meyer, 2006, pg 90)

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Universal Design for LearningUniversal Design for Learning Explanations For Research Questions Posed By Explanations For Research Questions Posed By Hitchcock & Stahl Hitchcock & Stahl Regarding Instructional Strategies:Regarding Instructional Strategies:(b) What strategies are best taught directly and which are best learned incidentally through experience (b) What strategies are best taught directly and which are best learned incidentally through experience

and practice in a supported learning environment? and practice in a supported learning environment?

• Focus on instruction needs to be on intensive, direct, and specially designed …(Moody, Vaughn, Focus on instruction needs to be on intensive, direct, and specially designed …(Moody, Vaughn, Hughes, & Fischer, 2000). Explicit instruction or scaffolding should change as the ability of the Hughes, & Fischer, 2000). Explicit instruction or scaffolding should change as the ability of the learner develops until supports are completely removed. learner develops until supports are completely removed.

• Implicit instruction (indirect instruction) which becomes opened ended or authentic learning as Implicit instruction (indirect instruction) which becomes opened ended or authentic learning as learner develops skills.learner develops skills.

• Teachers should encourage students to work toward accomplishments just beyond their current Teachers should encourage students to work toward accomplishments just beyond their current capability (Rose, Meyer, & Hitchcock, 2006) capability (Rose, Meyer, & Hitchcock, 2006)

• Self – directed learning constructed in such a way as to allow the learner to reach self-set and/or Self – directed learning constructed in such a way as to allow the learner to reach self-set and/or teacher-set goals.teacher-set goals.

• Differentiated instruction which includes accommodations, adaptation, parallel instruction, and Differentiated instruction which includes accommodations, adaptation, parallel instruction, and overlapping instruction meeting the needs of the individual learner.overlapping instruction meeting the needs of the individual learner.

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Regarding Instructional Strategies (b) Conti’ted:Regarding Instructional Strategies (b) Conti’ted:

• Peer supports allowing the learner to take an instructional role with learning peers, control and Peer supports allowing the learner to take an instructional role with learning peers, control and support is peer controlled rather than teacher controlled. support is peer controlled rather than teacher controlled.

• Assess learner’s “zone of proximal development (ZPD)” (Vygotsky, 1978) - the range level of Assess learner’s “zone of proximal development (ZPD)” (Vygotsky, 1978) - the range level of current independent problem solving to range level of potential problem solving development current independent problem solving to range level of potential problem solving development through adult/teacher guidance.through adult/teacher guidance.

• Flexible harmonious grouping of students which supports academic success and meets the Flexible harmonious grouping of students which supports academic success and meets the current needs and promotes socially constructed knowledge opportunities.current needs and promotes socially constructed knowledge opportunities.

• Formative evaluation which assess the learner’s progress frequently and supports teacher’s Formative evaluation which assess the learner’s progress frequently and supports teacher’s decision on the direction of future instruction.decision on the direction of future instruction.

• Varied assessments where goals have been self –set by the learner and teacher-set.Varied assessments where goals have been self –set by the learner and teacher-set.

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Recognition Learning – providing multiple examples Recognition Learning – providing multiple examples

(c) How can we best measure and apply the types and amounts of feedback (c) How can we best measure and apply the types and amounts of feedback required by individual learners? required by individual learners?

• Embedding routine interactive assessment within the curriculum creates an Embedding routine interactive assessment within the curriculum creates an active feedback and formative evaluation which is imperative to learning. active feedback and formative evaluation which is imperative to learning.

• When UDL is incorporated into the curriculum individual learners are provided When UDL is incorporated into the curriculum individual learners are provided with choice of content and an opportunity to demonstrate their knowledge in a with choice of content and an opportunity to demonstrate their knowledge in a flexible accessible format, become more engaged and have the opportunity to flexible accessible format, become more engaged and have the opportunity to overcome barriers and develop their strengths. overcome barriers and develop their strengths.

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Regarding Specific DisabilitiesRegarding Specific Disabilities

• (a.) What are the critical media transformations (or multiple types) that must be available to (a.) What are the critical media transformations (or multiple types) that must be available to support the needs of diverse learners?support the needs of diverse learners?

• Legally, students with learning disabilities must have equal learning opportunities, Legally, students with learning disabilities must have equal learning opportunities, including access to appropriate and accessible textbooks. including access to appropriate and accessible textbooks.

• Reliance on printed textbooks can create educational barriers for diverse learners, especially Reliance on printed textbooks can create educational barriers for diverse learners, especially students with disabilities. students with disabilities.

• According to Rose and Meyer, modern digital materials can transform educational material According to Rose and Meyer, modern digital materials can transform educational material into flexible and readily available accessible formats such as audio, visual, Braille text, text into flexible and readily available accessible formats such as audio, visual, Braille text, text to speech. to speech.

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Regarding Specific Learning Cont’ted:Regarding Specific Learning Cont’ted:

• Engaging formats vary including nonprint, interactive, multisensory, Engaging formats vary including nonprint, interactive, multisensory, hands on and three-dimensional. hands on and three-dimensional.

• The learning context, degree of structure or support, the speed of the The learning context, degree of structure or support, the speed of the work, the level and timing of feedback, and the degree of game-like work, the level and timing of feedback, and the degree of game-like elements provide teachers and diverse learners with a format to elements provide teachers and diverse learners with a format to individualize educational material and support personal and preferred individualize educational material and support personal and preferred learning style. learning style.

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Regarding Specific Disabilities Cont’ed:Regarding Specific Disabilities Cont’ed:(b) What tools and supports will be required for diverse learners to participate effectively in (b) What tools and supports will be required for diverse learners to participate effectively in

demonstrating their skills, knowledge and strategies? demonstrating their skills, knowledge and strategies?

• Tools and supports that applying the principles of UDL to curriculum will be effective guides for Tools and supports that applying the principles of UDL to curriculum will be effective guides for diverse learners and assist them in effectively participating and effectively in demonstrating their diverse learners and assist them in effectively participating and effectively in demonstrating their skills, knowledge and strategies:skills, knowledge and strategies:

Support recognition learning by providing tools for multiple, flexible methods of presentation.Support recognition learning by providing tools for multiple, flexible methods of presentation.

• Support strategic learning by providing tools for multiple, flexible methods of expression and Support strategic learning by providing tools for multiple, flexible methods of expression and ongoing, relevant feedback.ongoing, relevant feedback.

• Support affective learning by providing multiple, flexible options and tools for engagement.Support affective learning by providing multiple, flexible options and tools for engagement.

• Rose and Meyer have noted that a systematic research-based approach to creating and disseminating Rose and Meyer have noted that a systematic research-based approach to creating and disseminating digital curriculum materials is needed and currently emerging, however technical, commercial, and digital curriculum materials is needed and currently emerging, however technical, commercial, and legislative barriers exits.legislative barriers exits.

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cc) ) What positive interventions should be provided by computer software during learning What positive interventions should be provided by computer software during learning activities to increase engagement and motivation? activities to increase engagement and motivation?

• Positive interventions computer software can provide include immediate feedback on Positive interventions computer software can provide include immediate feedback on

the learners success. the learners success.

• Flexible opportunities for demonstrating skill can be integrated into the software Flexible opportunities for demonstrating skill can be integrated into the software

program providing individualized learning, practice and feedback, while totally program providing individualized learning, practice and feedback, while totally

engage the learner. engage the learner.

• Software can also provide opportunities for accessing background knowledge Software can also provide opportunities for accessing background knowledge

providing support at the desired level. providing support at the desired level.

• Computer simulations, virtual reality can also provide an engaging way to scaffold Computer simulations, virtual reality can also provide an engaging way to scaffold

instruction. instruction.

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Documents

UNIVERSAL DEISGN UNIVERSAL DESIGN FOR LEARNING 1