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Universal Design for LearningPart IIAn Academic View
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Objectives
Identify at least two ways to apply UDL in the physical academic setting.
List examples of representation, demonstration/ expression, and engagement.
Identify at least two ways to apply UDL to instructional materials.
Identify at least two ways to apply UDL to instructional methods.
Poll Question #1
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UDL BackgroundReview and Reflection
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UDL Review
Roots in “universal design movement” Benefits
Usable by all people Multiple approaches to meet the needs of diverse
learners Set of principles that provides opportunities for all
individuals to learn
Other benefits
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UDL Review (cont.)
UDL extends this concept to education by applying the understanding of how the brain processes information to the design of curricula that accommodate diverse learning needs.
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Reflection
What is one change you would make in your own physical work environment that would make you more productive?
What is one way/method that you prefer to get new information from your boss?
How do you prefer to demonstrate your knowledge and skills to your superiors?
Why UDL?
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UDL in Academics
What are some ways that we create accessibility in our academic classrooms?
Think about physical setting, instructional methods, and instructional materials… Who all does this benefit?
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UDL EXAMPLESPhysical Setting
Poll Question #2
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UDL Examples Physical Setting Adjustable desk and chair heights Quiet work areas (sound/noise considerations) Adjustable lighting Rules and procedures available in multiple
formats Classroom set-up to accommodate wheelchairs,
special equipment, etc…
UDL ExamplesInstructional Methods
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UDL ExamplesInstructional Methods Multi-sensory teaching Multiple intelligences Student-centered learning Project-based learning Cooperative learning (group work) Differentiated instruction Performance-based assessment
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How to get started
Use multiple strategies to teach content Offer a choice of learning context Use a variety of materials Provide cognitive supports Teach to a variety of learning styles Provide flexible opportunities to demonstrate
knowledge
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UDL Example in Job Corps
Bluetube Aaron Litz, MIS Administrator Blue Ridge Job Corps Center
Phone: 276.783.7221 ext. 281 Email: [email protected]
UDL Example in Job Corps
Mike Steele, Work Based Learning Coordinator The idea of Bluetube from the planning stage all the way to
implementation stage has truly been a remarkable accomplishment. Especially for a program that is mainly self-paced. The technical knowhow to pull this off can only be done by hours of hard work, and the genuine desire to help students succeed. It allows instructors to pay greater attention the things in the classroom that may otherwise be overlooked if they are lecturing all day plus it permits the student to learn at their own pace. They can rewind and listen to any parts they want to hear again without the feeling of being a distraction if they would have asked in an open forum. It’s another step forward in our mission to prepare students for the workplace.
UDL Example in Job Corps
Solmarie Fontanez-Rivera, SGA President BlueTube is a way for students to get lectures without
taking up the teacher’s time. Honestly, it’s genius. We all get the lectures we need while allowing the teachers to take care of other, more pressing issues.
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Let’s Practice in Math
4 students on accommodation plans for attention issues
3 students on accommodation plans for Dyscalculia (difficulty with numbers)
2 students on accommodation plans for auditory processing issues
5 students that are English Language Learners
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Multi-sensory
Math
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UDL and Math
Highlight patterns, critical features, big ideas, and relationships
Use graphic paper to organize math problems Post vocabulary, key concepts, big ideas in
multiple forms (use words, graphics, videos…) De-clutter worksheets, boards, assignments Use peer mentors, tutors, collaborative work Create videos (i.e. Bluetube)
UDL ExamplesInstructional Materials
Poll Question #3
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UDL Examples Instructional Materials How are the materials accessible to all? What instructional materials are used? How are instructional materials used? Are the materials current or outdated? Are the materials flexible? Are students able to access the materials
independently? What about readability?
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UDL Instructional Materials
Multiple means of representation Multiple means of expression Multiple means of engagement
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Adapting Materials
Adding graphics to emphasize concepts Providing more “white space” to remove
distractions (de-clutter) Using bold feature, large print, colors Consider readability Create recordings to accompany written work If digital, insert supportive links that emphasize
key concepts
Adapted Materials
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Practice!UDL Case Studies
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Let’s Practice!
Think about one worksheet or assignment that you use most of the time to teach your subject area. Does it meet UDL guidelines?
Multiple means of representation Multiple means of expression Multiple means of engagement
What about students on accommodation plans? What is one thing that you could change/add to make it
more universally accessible?
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Challenge
When you return to your teaching setting: Assess your physical environment for more than just furniture
placement: Sights Sounds Smells
Assess at least one of your regular ways of teaching new information for: Multiple ways of imparting that information
Assess at least one of your instructional materials for: Meeting the needs of students on accommodation plans Multiple ways for students to demonstrate their understanding
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Upcoming webinars!
Coming August 2015!
Universal Design for Learning:
Career Technical Focus
Upcoming Webinars!
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Upcoming webinars!
Coming August 2015!
Supporting Students with Emotional Disabilities and
Behavior De-escalation Strategies
Upcoming Webinars!
RESOURCESWebsites, Organizations and Regional Disability Coordinators
Organizations
Center for Applied Special Technology (CAST) offers extensive UDL resources and strategies on its website. www.cast.org
Disabilities, Opportunities, Internetworking, and Technology (DO-IT) offers supports for incorporating UDL principles into the postsecondary
setting and experiences of students with disabilities http://www.washington.edu/doit
National Center for Accessible Media provides information and resources for expanding access to educational
and media technologies for students with disabilities http://ncam.wgbh.org
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Organizations (cont.)
National Center on Universal Design for Learning (National UDL Center) supports the effective implementation of UDL by connecting
stakeholders in the field and providing resources and information about UDL and UDL implementation
http://www.udlcenter.org
NIMAS Development and Technical Assistance Centers serves as a resource for information about the policies,
practices, and technologies related to the National Instructional Materials Accessibility Standard (NIMAS)
http://aim.cast.org
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Organizations (cont.)
Teaching Every Student includes a multimedia version of the book, Teaching Every
Student in the Digital Age: Universal Design for Learning (Rose & Meyer, 2002). This website is designed for kindergarten through grade 12 teachers, but can be informative for adult education teachers
http://www.cast.org/teachingeverystudent
UDL Guidelines from the National UDL Center provides a set of strategies for implementing UDL along with
practical suggestions http://www.udlcenter.org/aboutudl/udlguidelines
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Job Corps Disability Websitehttps://supportservices.jobcorps.gov/disability/Pages/default.aspx
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Job Corps Health & Wellness Websitehttps://supportservices.jobcorps.gov/Health/Pages/default.aspx
Job Accommodation Networkhttp://askjan.org
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Regional Disability Coordinators
Boston, Philadelphia & Atlanta Regions – Kristen [email protected]
Dallas Region – Laura [email protected]
Chicago and San Francisco Regions – Kim [email protected]
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Questions?Thank you for attending!
