A Working Understanding of Universal Design for Learning UDL and Assistive Technology: Similarities

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A Working Understanding of Universal Design for
Learning (UDL) and Assistive Technology
Similarities and Differences
Dr. James D. Basham University of
Cincinnati Spring 2007
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Purpose

• Introduction to Universal Design for Learning
  (UDL)
• Describe the similarities and differences between
  UDL and Assistive Technology (AT).
• By the end of the presentation you should...
• Have basic understanding of UDL
• Understand some of the similarities and
  differences between UDL and AT
• Be able to locate resources and tools for gaining
  more information and enhancing your learning
  environment.

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What is Universal Design?

• Universal design is the design of products and
  environments to be usable by all people, to the
  greatest extent possible, without the need for
  adaptation or specialized design.

(Mace, R. 1997 Center for Universal Design)
IMPORTANT UD is a proactive approach to
design. It provides for anticipated user
differences rather than having to retrofit later.
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Legal Definition

• The term universal design means a concept or
  philosophy for designing and delivering products
  and services that are usable by people with the
  widest possible range of functional capabilities,
  which include products and services that are
  directly usable (without requiring assistive
  technologies) and products and services that are
  made usable with assistive technologies. (U.S.C.
  3002)

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One Simple UD Example
Automated Door
Can be used by

• People carrying things
• People in wheelchairs
• People with service animals
• Everyone!

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Moving UD Toward LearningUniversal Design for
Learning
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What we know... Abilities Vary
1(04) 1 G.L., 17(68) 5th, 4(16) near, 2(08)
-1 G.L., 1(04 ) -2 G.L.
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Initial Understandings...

• Student abilities are on a continuum and vary
  by...
• subject matter
• experience
• instructional pedagogy and strategy
• level and type of engagement
• Traditional notions of content, instruction, and
  assessment may limit a childs ability

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Relating UD to education
Developed by the Center for Applied Special
Technology (CAST) (http//www.cast.org)

• Universal Design for Learning (UDL) focuses on
  proactively planning and designing
• To provide access to learning (moves beyond
  simply providing physical access)
• For the continuum of abilities
• UDL Focal Points
• Curriculum
• Instruction
• Assessment

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Neuroscience to the Classroom

• UDL is built on three research-based principles

• Provide multiple means of representation to give
  learners various ways of acquiring information
  and knowledge
• Provide multiple means of expression to provide
  learners alternatives for demonstrating what they
  know
• Provide multiple means of engagement to tap into
  learners' interests, challenge them
  appropriately, and motivate them to learn

(Basham, Edyburn, Lowrey, Wissick, 2007)
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UDL Curriculum
Flexibility in design (design broadly)

• Provide for multiple points of entry
• Identify and deal with barriers and potential
  pitfalls
• Focus on the true purpose and essential learnings
  (or big ideas)
• Example (Ohio 4th Grade Science Indicator)
• Record local weather information on a calendar or
  map and describe changes over a period of time
  (e.g., barometric pressure, temperature,
  precipitation symbols and cloud conditions).
• Use local weather data to indicate changes over a
  period of time.

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UDL Instruction (1)
Focused on the three UDL principles...

• In Planning for
• Focus on desired outcomes (not the test, but
  desired knowledge and skills)
• Identify and provide for barriers and potential
  pitfalls
• Use Differentiated Instructions elements of
  differentiation Content, Process, Product,
  Environment
• In Content Introduction
• Contextualize learning (provide anticipatory set)
  and when appropriate, draw explicit connections
• Provide support for limited background knowledge
• Highlight the essential learnings (big ideas)
  and desired outcomes

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UDL Instruction (2)

• New Content, Student Engagement, and Throughout
• Provide for multiple means (and media) of
  representation and presentation (e.g., textbooks,
  digital documents, websites, models)
• Provide multiple means for students to
  demonstrate knowledge and skill (e.g., oral,
  visual, written)
• Offer appropriate choices and various levels of
  engagement (e.g., tools, content,
  individual/group)
• Highlight necessary and critical features (e.g.
  vary tone, body movement, be explicit)
• Provide ongoing feedback and facilitate
  understanding
• Encourage self-reflection to support
  meta-cognition (e.g., self-talk, journaling)
• Encourage home school connection

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UDL Assessment

• Meaningful, Valid, and Flexible Measures
• Design measures that focus on the essential
  learnings and the real purpose for doing...
• Prior to instruction, define acceptable/unacceptab
  le outcomes (UDL inferred UbD Backward Design)
• Tools utilized throughout the instructional
  process should be used in the assessment process
  (and vice versa) (e.g., text-readers, Internet)
• Provide multiple means for students to
  demonstrate knowledge and skill (e.g., oral,
  visual, written)
• Assessments should be ongoing and embedded in the
  learning process.

Note Generally, the traditional forms of
assessment (e.g., multiple choice tests) do not
meet UDL criteria.
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Assistive Technology
Through this three part training series you have
learned...

• Assistive Technology (AT) is defined as Any
  item, piece of equipment, or product system,
  whether acquired commercially off the shelf,
  modified, or customized, that is used increase,
  maintain, or improve the functional capabilities
  of a child with disabilities
• AT is required to be addressed in a students
  Individualized Education Program (IEP)
• Providing AT is to be considered in decisions
  related to Free Appropriate Public Education
  (FAPE) in the least restrictive environment (LRE)

(Technology Related Assistance for Individuals
with Disabilities (Tech Act), 1988)
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Basic Similarities of UDL AT

• Both utilize problem-solving process
• Both utilize various forms of modern technology
• Related to individuals with disabilities, both
  UDL and AT are focused on
• Providing Access
• Increasing Participation
• Improving Outcomes

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Basic Differences of UDL AT

• UDL is focused on
• Providing access and betterment for individuals
  of all abilities and disabilities
• Proactively making environmental-based decisions
  related to the learning environment focused on
  curriculum, instruction, and assessment.
• Dealing with issues of access and betterment
  related to the environments design (targets the
  larger system)

• AT is focused on
• Providing access and betterment for individuals
  with disabilities (by definition)
• Reactively providing technology to increase,
  maintain, or improve the functional capabilities
• Generally considering issues of access and
  betterment as an individuals issue (targets
  individual need)

(Rose, Hasselbring, Stahl, Zabala, 2005)
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Working Together...
Realistically, UDL and AT work together to

• Develop and implement a well-designed learning
  environment focused on various abilities and
  disabilities
• Provide individual support where barriers were
  overlooked and/or cost-effectiveness may limit or
  prohibit systems level change

• Support access and betterment for all individuals

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Resources

• Various UDL Resources are found at CAST
• http//www.cast.org
• Publications (many free)
• UDL Tools and Examples for Lesson Development,
  Instruction, and Assessment
• UDL Design Examples
• http//school.nettrekker.com/ (fee based)
• http//www.windows.ucar.edu/ (Google Windows to
  the Universe)
• Regional Support Southwestern Ohio SERRC
• http//www.swoserrc.org/

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Contact Information

• James D. Basham, Ph.D.
• Special Education/Instructional Design and
  Technology
• Division of Teacher Education
• College of Education, Criminal Justice, and Human
  Services
• University of Cincinnati
• 45-51 Corry Boulevard
• Cincinnati, OH 45221-0022
• Phone [phone]
• E-mail james.basham_at_uc.edu