Universal Design for Learning

Mary Tolsonmary.tolson@waldenu.edu

EDUC7109 Diverse Learners and Technology

Dr. McPherson

Objectives

• Define UDL• Describe what UDL looks like in a classroom• Describe the role of technology• Identify resources available to educators

What is UDL?

• According to CAST (2015), “UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn.”

UDL Inspiration• “Universal Design has its roots in architecture

and urban planning” (Firchow, 2010, para 2).

• They believed in the concept that everyone has needs, and they should all be met.

• Therefore, they designed buildings and structures that were accessible to ALL people.

UDL-Physical Environment

• Handrails• Ramps• Talking signs• Automated doors• Elevators• Larger seating area• Brail

Where do we see UDL?

“Ramps, automatic doors, and curb cuts were created to provide access to people with physical disabilities but actually ease access

for everyone” (Firchow, 2010, para 2).

UDL–Learning Environment

• Electronic Textbooks• Audio Recorded Tests• Larger print size• Accessible websites• Closed Captioning• Audio Books• Adjustable speed controls• Controllable time

UDL In The Classroom

• Creates a flexible learning environment– Assignments are aligned with students skills

• Accommodates to students to help them succeed

• Removes barriers

• Implements a variety of teaching methods

• Higher level of student engagement

Think About It. . .• Take a second to think about your classroom. . .

• What is your current instructional style?

• Are you currently implementing any UDL strategies?

UDL Implications• Support cultural, ethnical, linguistic, and

academic diversity by using a variety of technology and methods to present information.– Individual and collaborative

• Regardless of a students disability, they will learn and succeed.

• Too much focus on one area can hinder other areas of learning.

• There is no such thing as a “normal” student.

3 Principles of UDL• Principle 1: Multiple means of representation

• Principle 2: Multiple means of action and expression.

• Principle 3: Multiple means of engagement

Representation• Students may learn through visual or auditory

means rather than through printed text.• Students may learn by reading rather than by

seeing a picture, chart or a PowerPoint presentation. • Adjustable presentation characteristics (font style,

size, highlighting).• Provide options for the presentation of material of

content/information.

Action & Expression• Students do not all navigate a learning environment

and express what they know in the same way. • “Students with motor disabilities (e.g., cerebral palsy),

a lack of strategic and organizational abilities (e.g., ADHD), or who have language barriers, have developed different learning methods to complete tasks in very different ways” (“7 ways to implement,” n.d., para 4).

• Provide and accept various options for the student expression of knowledge.

Engagement• Incorporate different techniques into the

classroom to engage or motivate students.– Games, student created stories, artwork

• Use student interests to teach content.• Engage students with different levels of

challenge. • Provide specific and timely feedback.• Provide students with rubrics and/or scoring

guides.• Cater assignments to each students skill level.

Brain Research• There are three brain networks that determine

how a person learns.• All brains share characteristics from the three

networks.• Teaching must fit into the three learning

networks• Helps teachers understands students and how

they learn.

3 Neural Networks of UDL

• Recognition – What

• Affective – Why

• Strategic – How

Recognition Network

• The “WHAT” of learning• Allows us to recognize and understand

information through our senses.• Gather facts• Identify patterns, letters, numbers, and words.

UDL Principle: Present information in a variety of ways with multiple formats.

Strategic Network• The “HOW” of learning • Plan and execute tasks• Organize and express ideas

UDL Principle: Provide students with options to demonstrate their learning.

Affective Network• The “WHY” of learning• Use emotions to connect to learning• Student engagement in learning• Students set their own goals

UDL Principle: Use students interest to engage, motivate, and challenge them in multiple ways.

Role of Technology• Remove barriers/adaptive to the learners’ needs

– Accessible websites, E-books• Scaffolding

– Websites that automatically scaffold based on students responses.

• Provide options for presenting information– PowerPoint, video, podcasts

• Provide varied choices for student expression– Skits, comic strips, blogs

“UDL uses computer technology to create an educational environment that allows all students, including those with learning disabilities, to succeed in general education classrooms with minimal use of

assistive technology” (Firchow, 2010, para 1).

Technology Examples• Thinking Blocks (http://thinkingblocks.com/ )

– A creative, interactive math resource to help students understand how to solve word problems.

– Benefits students who may need extra practice and time.

• Ghotit (http://www.ghotit.com/)– An online spelling and grammar checking service, specifically

designed for students with a learning disability.

• Natural Reader (http://www.naturalreaders.com/index.html)– free text-to-speech software program which converts any

written text to speech (Word, PDF, websites, emails)– Benefits students with dyslexia, vision impairments, or motor

control issues. These students may struggle taking notes.

CAST Online Tool-Exchange

http://udlexchange.cast.org/home

•Teachers can browse and build lesson plans that support UDL principles.

•Access UDL resources• Websites• Videos• Documents• Presentations

*Locate lesson and resources that fit their class needs, and align with your standards.*

CAST Online Tool-iSolveIt

http://isolveit.cast.org/home

•According to CAST (2015), iSolveIt supports the development of logical thinking and reasoning skills in algebra.

•Puzzles are designed using UDL principles.

•Supports scaffolding

*Allows for flexibility in student thinking because there are many different ways to solve the puzzle, and different solutions.*

CAST Online Tool- UDL Book Builder

http://bookbuilder.cast.org/

•This online tool allows users to create, share, publish, and read digital books (CAST, 2015).

• Books are engaging and support diverse learners according to their individual needs, interests, and skills.

*Students can create their own books, and share them with their classmates to encourage reading.*

ResourcesCAST (2015). About universal design for learning? Retrieved from http://www.cast.org/our-work/about-udl.html#q1

CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author.

Firchow, N. (2010, February). Universal design for for learning-improved access for all.

Retrieved from http://www.greatschools.org/gk/articles/universal-design-for-learning-improved-access-for-all/

Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Curriculum and Student Development. Retrieved from http://www.ascd.org/publications/books/101042.aspx

UDL and technology (2014, July 31). Retrieved from http://www.udlcenter.org/aboutudl/udltechnology

Universal design for learning: 7 ways to implement universal design for learning. (n.d.) Retrieved from https://www.sc.edu/cte/guide/universaldesign/index.shtml#representation