Universal Design for Learning (UDL) and the Transition Journey: Better Transition Planning by DesignDr. Fran Smith, CVE Dr. Joanne Karger, JD2011-12 Post-doctoral UDL FellowsCAST and Boston College Lynch School of Education1

Emergence of UDLUnemployment Rate (March, 2012)

U.S. Dept. of Labor, Office of Disability Employment Policy (2012)Some StatsPercent Young Adults w/Disabilities Employed 8 Years After High School (NLTS2, 2011)Percentage reported to have been unemployed at time of interview

Post-High School Outcome of Young Adults With Disabilities up to 8 Years After High School (September 2011) - NCSER 2011-3005

http://www.nlts2.org/reports/2011_09_02/index.html5

Percent Young Adults w/Disabilities Employed 8 Years After High School (NLTS2, 2011)Percent Young Adults w/Disabilities Ever Enrolled in Postsecondary School 8 Years After High School (NLTS2, 2011)Percentage ever enrolled in any postsecondary school 8 years after high school7

SWD Exiting High School (2008-2009) Source: www.IDEAdata.org, Exiting data, 2008-2009 school yearTransition Planning under IDEAproviding effective transition services to promote successful post-school employment or education is an important measure of accountability for children with disabilities. 20 U.S.C. 1400(c)(14) Transition Planning under IDEAIEP must include:

Appropriate measurable post-secondary goals based on age appropriate transition assessments.

Statement of transition services (including courses of study) necessary to help student reach post-secondary goals.

20 U.S.C. 1414(d)(1)(A)(i)(VIII)10Transition Services under IDEACoordinated set of activities designed to be within a results-oriented process, focused on improving academic and functional achievement to facilitate movement from school to post-school activities;

Based on childs needs, taking into account childs strengths, preferences, and interests; and

Includes instruction, related services, community experiences, development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. 20 U.S.C. 1401(34)(A) Post-school activities = post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

School district must invite the student to attend an IEP Team meeting whose purpose is to consider the students post-secondary goals and the transition services necessary to help the student reach these goals. 34 CFR 300.321(b)(1). This requirement reflects the importance of self-determination and empowerment.

If the student is unable to attend the meeting, the school district must take measures to ensure that the students preferences and interests are considered. 34 CFR 300.321(b)(2).

11

Accessible Instructional Materials (AIM)

Students with disabilities who need AIM have the right toreceive these materials in a timely manner.

34 C.F.R. 300.172(b)(3)

Lets Not Forget Section 504

Prohibits discriminatory actions that deny comparable aids, benefits, and services.

Requires aids, benefits, and services to be equally effective must provide an equal opportunity to obtain the same result, to gain the same benefit, or to reach the same level of achievement. 34 C.F.R. 104.4(b) College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidenceabout college andworkforce trainingexpectations Range and content

http://www.corestandards.org/

14UDL was discussed in the appendix to the CCS with respect to the application of the CCS to students with disabilities

Other Initiatives that make transition even more important Obama Administrations Blueprint for the ESEA; Blueprint for Perkins; Proposed Workforce Investment Act bill14UD and UDL defined in lawThe term universal design has the meaning given the term in section 3002 of title 29 [Assistive Technology Act of 1998, as amended].

20 U.S.C. 1401(35)The term universal design for learning means a scientifically valid framework for guiding educational practice that-- (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.20 U.S.C. 1003(24)UD in IDEA (2004)UDL in HEOA (2008)15National Education Technology Plan (2010)

Emphasized use of technology to promote personalized learning that is more participatory and engaging.

Discussed UDL as a framework that can benefit all learners, in particular those that have been underserved.UDL was also identified as an innovative practice in guidance on the use of the ARRA and Race to the Top (RTTT) funds and in the U.S. Department of Educations Blueprint for Reform: Reauthorization of the Elementary and Secondary Education Act.

Bill approved by Senate HELP Committee for ESEA Reauthorization (October, 2011) mentioned UDL in context of: development of LEA plans and implementation of effective instruction in literacy and STEM. UDL Task Force also called for the development of universally designed assessments and the provision of professional development that is consistent with the principles of UDL.

16The Power of Digital MediaDigital media are versatile.

Digital media are transformable.

Digital media are dynamic by nature.

Digital media can be manipulated.

Rose, D. H. & Gravel, J. W. (2012). Curricular opportunities in the digital ageBoston: Jobs for the Future. Retrieved online from http://www.studentsatthecenter.org/papers/curricular-opportunities-digital-age

Universal Design for Learning (UDL)

18Origins of Universal Design for Learning (UDL)CAST believes that barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.

Teaching Every Student in the Digital Age, p. vi

http://www.udlcenter.org/

19Overview: This section presents a shift in CASTs understanding of the challenge of special education: not to fix the child who has a problem, but to fix the curriculum (goals, methods, materials, and assessments) so that it can meet diverse learner needs.Presenter Instructions: Provide a transition from Universal Design in architecture to Universal Design for Learning by noting that Universal Design is increasingly applied in architecture but is only recently being applied in education. Working with flexible digital media enabled CAST staff to conceptualize a whole new approach that applies Universal Design principles to developing curriculum.

The concept and principles of Universal Design for Learning were created at CAST. Note: Click on the image and listen to Dr. David Rose, Co-Executive Director of CAST, talk about the shift in CASTs thinking

UDL Origins

UDL moves away from deficit model of disability - learner variability is viewed as a function of barriers in curriculum/environment. Books and other curricula materials are often inaccessible to students present a barrier as a fixed media.

20SECTION THREE:

We at CAST believe that our over-reliance upon text, particularly upon books, for instruction creates significant barriers for large numbers of students:

Students with dyslexiaStudents for whom English is a second languageStudents with visual impairments or who are blindStudents with Attention Deficit DisordersOthers who, for one reason or another, dont read well.

What is needed to meet these diverse needs is more flexibility than the one-size-fits-all printed textbook can provide.Why UDL?

A framework focused on developing learner expertiseDifferent Ways of KnowingDaniel Tammet

Learner variability is the norm!http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore

Learners vary in the ways they take in informationLearners vary in their abilities and approachesLearning changes by situation and contextLearners vary across their development

Three Key Findings

Students come to a classroom with preconceived ideas about how knowledge works and their initial understanding needs to be engaged. Learning transfer is heightened or hampered by the orientation of this prior knowledge

Distinctions are evident between expert and novice learners. Experts are able to notice, organize, and interpret information more successfully than novices. Experts have developed the skills to quickly recognize patterns in information and organize knowledge around key concepts.

Students need to develop a metacognitive approach to learning so that they can self-assess, understand, and appreciate their strengths and differences

Bransford, Brown, & Cocking (2000). How people learn: Brain, mind, experience, and school. Washington: National Academy Press

As a Platform for Student Centered Learning..the term UDL emphasizes the special purpose of learning environments.they foster changes in knowledge and skills that we call learning

success also requires that the means for learning the pedagogical goals, methods, materials and assessments.are accessibleto all students

Rose, D. H. & Gravel, J. W. (2012). Curricular opportunities in the digital ageBoston: Jobs for the Future. Retrieved online from http://www.studentsatthecenter.org/papers/curricular-opportunities-digital-age3 Networks = 3 UDL Principles Principles

The 3 UDL Principles address the 3 brain networks used for learning:Recognition Networks the what of learning = Multiple Means of RepresentationStrategic Networks the how of learning = Multiple Means of Action & ExpressionAffective Networks the why of learning = Multiple Means of Engagement26

http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdfThese UDL guidelines guide UDL implementation and are available on the National Center on UDL website. 27Multiple Means of Representation/ RecognitionExamplesText-to-speechVideo with captioningBuilt-in talking glossaryBuilt-in language translationHighlight phrases/patternsChunking informationGraphic Organizers

NEA IDEA Special Education Resource Cadre28Many of these are viewed as accommodations and are in typical use in many classrooms today

The difference between current use and UDL is the expanded use from those who are identified as needing such accommodations and for which the use is documented, to providing such access to any and all students in need of different ways to access information --- one student may need different ways to access different content areas

Audiotape - (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)Teacher reads aloudDigitized Text: Allows Dynamic Manipulation of the Medium On DemandText-to-speech: Language of the text reads aloud to the student, word-for-word, phrase-by-phrase, or larger chunks of text. (Benefit: For students with decoding problems who need to access their social studies textbook content, this overcomes a barrier that keeps them from reaching a curricular objective). (designer: add a URL that allows presenter to see this in action). Good example Read please program which is free to download www.readplease.comHighlighted text: As speech to text is working, specific words, phrases, and/or chunks of text are highlighted. (Benefit: students learn to track text while reading---provides a fluency building scaffold)Built-in talking glossary: key words that would prevent comprehension of the text, are defined at point of use (Benefit: ELL students, students with limited background knowledge, anyone unfamiliar with the specialized vocabulary)Font-size, style, and background color on demand: Certain fonts work better for certain learners, esp. students with low vision/dyslexic students need clear foreground-background color distinctions, for e.g.. Yellow text on a black background)Audio and visual reinforcement: animated graphics that help illustrate a concept (i.e.. a talking timeline is very beneficial for blind students)Built-in literacy coaches: At an opportune point in the text, a coach provides support for using comprehension strategies such as: monitor, predict, summarize, and question generating. (Benefit: for struggling readers, the support is right where they need it, immediately and with scaffolding built-in).Textbook represented in different reading levels: Student or teacher can choose to represent the same content in the most appropriate reading level. (benefits; reading level is no longer a barrier to learning the core content; facilitates engagement and appropriate level of challenge, b/c the learning is now taking place in the students zone of proximal development) Built-in language translation for ELL students: Entire text, section, or specific words, at student discretion, can be accessed in students primary language. (benefits: accessing the content in a students first language provides a bridge for comprehending the core content; student learning in both languages can be reinforced through the interaction between them) Mentor reader reads to novice readerTeacher highlights phrases while reading from a transparencyText available on audiotape (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)

Examples

- Multi-media for student expression (video, audio, text, drawing)- Concept mapping tools- Scaffolds and prompts (stop and think) that gradually fade over time- Checklists- Embedded coaches and mentors- Assessment rubrics

Multiple Means of Action and Expression / Strategic

NEA IDEA Special Education Resource Cadre 29

Multiple Means of Engagement / AffectiveExamples - Choice affordedRewards/recognition Age appropriate and culturally relevant activitiesCharts/schedules/ visible timersComputer-based/digital scheduling toolsDisplay of goalsGroup work/collaborationPersonal journalCollecting and displaying of data

1: Provide options for perception4: Provide options for physical action7: Provide options for recruiting interest1.1 Offer ways of customizing the display of information 1.2 Offer alternatives for auditory information 1.3 Offer alternatives for visual information4.1 Vary the methods for response and navigation 4.2 Optimize access to tools and assistive technologies7.1 Optimize individual choice and autonomy 7.2 Optimize relevance, value, and authenticity 7.3 Minimize threats and distractions UDL Guidelines 1, 4 & 7: The foundational levels (guidelines) for learner access, success and involvement.

2: Provide options for language, mathematical expressions, and symbols5: Provide options for expression and communication8: Provide options for sustaining effort and persistence2.1 Clarify vocabulary and symbols2.2 Clarify syntax and structure2.3 Support decoding of text, mathematical notation, and symbols2.4 Promote understanding across languages 2.5 Illustrate through multiple media5.1 Use multiple media for communication 5.2 Use multiple tools for construction and composition5.3 Build fluencies with graduated levels of support for practice and performance8.1 Heighten salience of goals and objectives 8.2 Vary demands and resources to optimize challenge 8.3 Foster collaboration and community 8.4 Increase mastery-oriented feedback UDL Guidelines 2, 5 & 7: The strategic levels (guidelines) to build learner meaning, connection and understanding.

3: Provide options for comprehension6: Provide options for executive functions9: Provide options for self-regulation3.1 Activate or supply background knowledge3.2. Highlight patterns, critical features, big ideas, and relationships3.3 Guide information processing, visualization, and manipulation3.4 Maximize transfer and generalization6.1 Guide appropriate goal-setting 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress9.1 Promote expectations and beliefs that optimize motivation9.2 Facilitate personal coping skills and strategies 9.3 Develop self-assessment and reflection UDL Guidelines 3, 6 & 9: The mastery levels (guidelines) to solidify learner understanding, interest and capabilities.

Implementation and UDL:4 Key AreasGoalsAssessmentMethodsMaterials34What Are the Implications for Transition?An opportunity to develop a self-determined youth who is an expert in his/her own transition journeySome Key Ideas about UDLStudent-centered and focused on learning.The importance of a continuous process.The opportunity afforded by digital means.The power of multiple approaches and options.

Transition assessment through many possible means (iterative) to determine strengths, interests and aptitudes.Multiple measures to explore abilities and learning! Multiple opportunities for learners to show what they know.Transition assessment approaches confuse goals with means. Assessment that is summative in nature when its too late to adjust instruction!

Transition/ Career AssessmentTraditionalUDL38[Read slide]

VECAP

VECAP also defines the levels of assessment as intersecting across the individual and environment into a process of congruence.39Congruence = SuccessStrengths & needs, interests, abilities, self-awarenessAdult ecologies are diverse (jobs, training programs, post-secondary education)Congruence can be facilitated by the identification of appropriate services & supports StudentAdult EcologyCurrent Model: Limited CongruenceWe began by considering the current model that considers the career assessment of the student, the work ecology and how congruence is supported by services and supports.UDLI HStudentAdult EcologyECOUDL Increased Congruence = Increased OpportunitiesBy encasing the process within the framework of UDL we both increase congruence and opportunities.Transition goals are clear and meaningful.Transition goals are self-directed and based on the students vision.Transition goals are attained through individualized ways, by customized means.Transition goals are vague/fuzzy and not clearly defined.Transition goals are confounded with means ; skewed by inflexible ways of achieving them.Confusion between postsecondary goals and IEP goals.Transition GoalsTraditionalUDL42Postsecondary goals:

Student engaged in development of postsecondary goals.Long-term in scope set to occur after student exits high school.Explicit and clear.Based on age-appropriate assessments (ongoing and iterative) in training, education, employment, independent living, and community integration.Over time, postsecondary goals become more specific and reflect more directly students vision.

UDL Strategies (representation, expression, and engagement)Vision boards and concept mapping (representation, expression, and engagement).

Digital concept mapping tools (e.g., Inspiration).

Use of Livescribe pen.

http://www.inspiration.com/Inspiration43Relationship between Postsecondary Goals and IEP Goals Transition methods provide flexibility through a coordinated process, allowing for increased personalization, interactivity, and engagement.Learning provides rich supports and scaffolds for gaining greater understanding and independence.Transition methods are practitioner centered and not personalized to the student.There is limited coordination between transition domains.Burden is on student to get itrather than on student learning to learn (improved metacognition and self-regulation skills).

Transition MethodsTraditional UDL45[Read slide]

Network Appropriate Instructional Methods (CAST, Teaching Every Student)To support diverse recognition networks:Provide multiple examplesHighlight critical featuresProvide multiple media and formatsSupport background context.To support diverse strategic networks:Provide flexible models of skilled performanceProvide opportunities to practice with supportsProvide ongoing, relevant feedbackOffer flexible opportunities for demonstrating skill.To support diverse affective networks:Offer choices of content and toolsOffer adjustable levels of challengeOffer choices of rewardsOffer choices of learning context.Inclusion and consideration of a broad variety of materials, media, and formats that can reach learners with diverse abilities, styles, and needs equally well.

Traditional transition materials are available only in print; everyone receives the same materials.There are few options for learner involvement and engagement.Transition MaterialsTraditional UDL47[Read slide]

UDL Recognition Network: Assuring Bob uses digital tools and strategies that supply background knowledge, highlight big ideas/features and guide meaning making.UDL Affective Network: Assuring Bob has a voice in what he selects to support his learning, the choices for his future, and tools to help him self-assess and reflect.UDL Strategic Network: Assuring Bob has access to a variety of digital tools and scaffolds to support his learning/independence and allow opportunities to demonstrate his knowledge.What is the project about?Define the goal of this projectIs it similar to projects in the past or is it a new effort?Define the scope of this projectIs it an independent project or is it related to other projects?

* Note that this slide is not necessary for weekly status meetings

48Bobs Identified Strengths & Needs Expressed an interest in helping people, being around people, being physically active, working with his hands and wearing a cool uniform. Tested interests in careers in the health care fields.

Likes being inside and helping others.

Spends free time dancing, listening to music, cook, and explore web sites about animals.

16 year old youth

3rd grade reading level

Needs routine, difficulty with executive functioning skills.

Perceptual difficulty.

Low sustained effort on tasks/ Easily fatigued

Doesnt verbalize difficulty, doesnt look for the next thing, may take easy route

Social Skills: Likes to please difficulty with interpreting social cues and interactions with others.

Bob Transition Journey through a UDL Lens 15 questions addressing school interests, leisure interests, student challenges, impact of disability, learning style, technology use, transportation, parent goals for student.

Parent contacted by phone and email

Given choice of response formats (phone interview, or completing written form) Multiple options

Provided with advance organizer via email. Multiple means

Bobs Transition Assessment through a UDL LensCareer Assessment Report___________________________ Identifying Information Career Assessment Tools and Techniques Utilized Student Interview Staff Interview Parent Interview Career Interests Career Pathway Recommendations Career Learning Needs and UDL Network Supports UDL Instruction/Training Recommendations Suggested Technology Tools and UDL Techniques that might support learning and training

Bobs Journey: Postsecondary GoalsBobs Journey: Dissecting Transition Methods through a UDL LensIndependent living skills necessary to live on his own.Development of specific IL IEP goals.IL activities to help achieve success (travel training, maintaining a budget, keeping a house routine, shopping for food, etc.).Progress monitoring.Leisure skills necessary for Bobs ongoing health and wellness.Development of specific leisure IEP goals. Leisure activities (locating a gym or space to exercise, developing an exercise routine, maintaining a wellness schedule). Progress monitoring.

Bob Journey: Transition Materials through a UDL LensBobs Development of Learning Expertise through a UDL lens

1.1 Provide differing ways to customize the information.2. 5 Illustrate information through multiple media.3.1 Provide opportunities to activate background knowledge.4.1 Vary the methods for response and navigation.5.2 Use multiple tools for composition and construction.6.1 Guide appropriate goal-setting.7.1 Optimize individual choice and autonomy.8.4 Increase mastery-0riented feedback.9.3 Develop self-assessment and reflection.Bob Journey: Transition Materials through a UDL Lenshttp://udlseries.udlcenter.org/

UDL Momentum in the States

39 states with some type of UDL initiativeInitiatives are on a variety of topics including assessments, curriculum design, higher ed institutions, technology and assistive tech, professional development projects, race-to-the top apps, initiatives around special pops, state policy changes

59New Tools and ResourcesCAST UDL Bookbuilder

CAST UDL ExchangeCAST UDL ToolkitCAST UDL Studio

Universal Design for Learning

The growth and promotion of UDLOngoing Developments from the IDEA PartnershipDialogue around Universal Design for Learning across multiple stakeholders

Part of the national converstation on UDL specific to the partnership

http://www.ideapartnership.org/

http://www.udlconnect.org

How might we get schools/organizations/families/youth/policymakers to embrace Universal Design for Learning (UDL)?

How can the UDL framework better inform the transition planning process?

How can UDL assist students in becoming experts in their own transition journeys?What type of training or professional development might be necessary to assist educational personnel and families in understanding and implementing UDL in todays classrooms and in the context of transition?

http://www.ideapartnership.org/

In order for adults to support youth in a UDL framework, what do school personnel and parents need in terms of knowledge, tools, and resources?http://www.ideapartnership.org/UDL Connect Groups

For continued shared discussion.