Introduction to Universal Design for Learning for educators designing new courses aligned to the Common Core State Standards.
1. Universal Design for Learning: A framework for access and equity
2. Consider the needs of the broadest possible range of users from the beginning - Ron Mace, Architect - 3. Civil Rights Legacy Not an afterthought: Full access is designed from the outset More cost-effective than retrofitting More elegant and easy-to-use 4. UD examples Ramps Curb cuts Electric doors Closed-captioning Easy-grip tools 5. Universal design for learning (UDL) More ways to access More ways to participate More ways to demonstrate learning Resulting in more equitable access to the general education curriculum for ALL learners 6. Goals of UDL A scientifically valid framework for guiding educational practice ~Higher Education Opportunity Act, 2008 Improving access, participation & achievement Eliminating or reducing physical & academic barriers Valuing diversity through proactive design 7. Goals of UDL Barriers to learning are not, in fact, inherent in the capabilities of learners, but instead arise in learners interactions with inflexible educational goals, materials, methods, and assessments. ~Teaching Every Student in the Digital Age, CAST, 2003 8. Principles of UDL Multiple means of representation means of action and expression means of engagement 9. UDL Guidelines 10. Multiple Means of Representation Equivalent, overlapping paths to desired outcomes Scaffolding to build background knowledge Options available at point of need 11. Multiple Means of Representation Examples Read aloud Highlight phrases Listen to audio Text-to-speech Multimedia glossary Language translation tools 12. Multiple Means of Action and Expression Variety of tools and media Written response Verbal response Multimedia response Dramatic response 13. Multiple Means of Action and Expression Physical response options Pencil, stylus, mouse Expression options Choice of tools Support tools Spellcheckers, speech to text 14. Multiple Means of Engagement Tap into students interests and passions Maximize relevance through performance tasks and authentic audience Provide variety in cognitive demand, length of task, opportunities for collaboration 15. Multiple Means of Engagement Real-world, authentic tasks Choice in means of expression Flexibility in use of tools to access information Flexible grouping strategies Gradual release of responsibility 16. UDL and Your Course Options for: Representation Action & Expression Engagement Consistent with attaining academic content standards 17. Resources Center for Applied Special Technology www.cast.org National Task Force on UDL www.udl4all.org IDEA Partnership Community of Practice - UDL www.sharedwork.org NEA Research Spotlight on UDL http://www.nea.org/tools/ Center for Implementing Technology in Education www.cited.org