Universal Design For Learning

An Overview

researched based

provides guidelines to design curriculum that is accessible to all

accomplishes universal accessibility by “simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students” (http://www.cast.org)

What is UDL?

Concept originated in the architecture field, needed to design products and environments that were accessible to all◦ Curb cuts, sidewalk ramps◦ Low floor buses and lifts◦ Color contrast and steep side dishware

Expanded to reach students that have “roadblocks” hindering their processing and learning.

Common “roadblocks” include:◦ Disabilities: physical, learning, emotional, etc.◦ Language discrepancies◦ Low levels of motivation and engagement

Inspiration

Although brain is one big network it delegates processing to different areas, or subnetworks.

Brain Research

Recognition Network Strategic Network Affective Network

Pattern recognition area

Uses sensory information and analyzes

Causes us to be able to identify certain sounds, smells, sights, etc.

The Recognition Network

Creates actions and plans for action

Sends messages to muscles

Causes us to be dance, play sports, plan routes, etc.

The Strategic Network

Controls emotions, evaluates patterns

Identify the focus, what is important, what action should be taken

What makes us fearful, excited, etc?

The Affective Network

Research tells us there is no “regular” student, that they all fall on a continuum of learning with widely differing ways to recognize, organize and engage with information

These differences will determine individual strengths and weaknesses

UDLs three principles or flexibilities parallel the three brain networks.

UDL and Brain Research

Representation

Action & Expression

Engagement

Three Principles of UDL• “What” of learning: collecting information from our senses • Letter identification, sight word recognition•Addresses Recognition Network

• “How” of learning: sharing of thoughts & ideas; showing what we learned • Writing prompts, explaining how to solve word problems• Addresses the Strategic Network

• “Why” of learning: motivation & involvement in the classroom. • Cooperative groups, goal setting• Addresses the Affective network

Representation Action & Expression

Engagement

1. Perception optionsAre you using a VAKT approach to presenting information? Are you providing appropriate modifications for learning or physical disabilities? Is your instruction accessible to all learners?2. Language & Symbol optionsAre your students understanding content vocabulary? Are you adjusting for background & cultural differences?3. Comprehension optionsDo you adjust for background knowledge? Do you provide opportunities for students to process and use content presented as usable knowledge?

1. Physical action optionsAre your students able to access material equally? Are you utilizing assistive technologies to address unique needs? 2. Expressive optionsAre you providing multiple modalities to allow for learning styles, preferences and disabilities? Do you scaffold your supports and modifications?3. Executive function optionsHave your students mastered the lower level skills? Are they being held accountable for higher level skills? Do your assignments require set ting goals and plans to achieve them?

1. Recruiting Interest optionsAre your students engaged in the material? Are your adjusting your instruction as student interests grow and develop? Is the instruction relevant and meaningful to the students?2. Effort & Persistence optionsAre your students responsible for self –regulating their effort and attention? Does your classroom environment the differing levels of motivation and self –regulation?3. Self regulation optionsDo your students regulate emotions and motivations intrinsically? Do you have different approaches for the varying aptitudes and experiences in your class?

Guidelines for the 3 Principles

From http://www.udlcenter.org

Guidelines in the Action

Some Suggested Strategies

Representation Action & Expression Engagement1 customized displays to

accommodate learners: sound, color, background, font, etc.

Assistive technology to vary methods of interaction with materials: hand, voice, switch, adapted keyboard, etc.

Choices, choices, choices: level of challenge, rewards and recognition, tools used for gathering information, etc.

2 Provide paper or digital dictionary and or thesaurus

Scaffolds of support with the goal to fade out as independence increases

Prompts that guide students in when and how to ask peers/teachers for help.

3 Checklists, graphic organizers, concept maps, linking to prior knowledge

Checklists and planning templates to develop project management skills

Recording devices, charts to allow student collect and monitor own behavior

Critical for successful implementation of UDL

Two approaches to using technology◦ Assistive technology such as adapted tools,

communication and visual aids.◦ Supportive technology such as webpages, word

processing and electronic textbooks

Can “reduce barriers without adding complexity to teaching process” (Bashan & Gardner, 2010).

Role of Technology

UDL and Assistive technology are not one in the same

UDL aims to reduce barriers for all, while assistive technology focuses on individuals

Role of Technology continued

Reduce Barriers

Resource Examples

Representation Action & Expression Engagement

1 Signed Stories

Readability

Learning Through Listening

Click-n-Type

Camera Mouse

AIM Navigator

Crayon

Wild Cam

Pace Car

2 Mathematics Glossary

Interactives

Click Speak

Animoto

Math Calculators & Tools

Book Builder

Teachnology

Exploring Language

Skype

3 Illuminations

Exploratree

CueCard

Noise Thermometer

Assignment Calculator

Zoho Notebook

Goal Setting

Coping Lessons

Building Wings

Technology Resources by

Guideline

Book Builder One of my favorite tools that CAST highlisghts on their website. This would engage many students and allow each member of a group to participate whether it be with writing the words, illustrating the pictures or creating the audio. I would use this is my science and social studies classes having the students create picture books on the content being studied.

WiggleWorks This would be a helpful tool in my classroom. We can not be working with every student all of the time and many of my learning disabled children struggle during independent work time. Learning centers tend to cause them to either be frustrated if the work is challenging or disruptive if it is on their level and they finish. The WiggleWorks software would encourage independence while providing scaffolding support for when a teacher can not be with them.

Science Writer Many of my learning disabled students struggle with developing projects from scratch. This tool would provide the structure and guidance for students to create a successful science report while not becoming overwhelmed. I also enjoy the option for students to have their writing read back to them as editing work is also a difficult skill for them to master.

More CAST tools

Higher Student Academic Achievement and Performance Scores

Higher Levels of Motivation and Engagement

Higher Self-Esteem in Students

Lower Occurrences of Off Task and Problem Behaviors

Expands opportunities for all students, not just the classified ones

Potential Student Impact

Bashan, J. D., Gardner J.E. (2010) Measuring universal design for learning. Special Education Technology Practice, 12(2), 15-19.

Edyburn, D. L. (2005). Universal design for learning. Special Education Technology Practice, 7(2), 16-22.

Laureate Education, Inc. (Producer). (2009). Brain Research and Universal Design for Learning [DVD]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author.

http://www.cast.org

http://www.udlcenter.org

Resources