The Exploration of Universal Design for Learning

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The Exploration of Universal Design for Learning
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• Federal law (IDEA, NCLB) requires states to
  provide students with diverse needsespecially
  those with disabilitiesopportunities to access
  and progress in the general education curriculum.
  However, providing equal access involves more
  than supplying every student with a textbook or a
  computer. Educators must ensure that the
  curriculum is cognitively challenging and that
  all students are actively engaged in learning and
  appropriately supported in order to reduce
  barriers to the curriculum while maintaining high
  achievement.
• The UDL approach considers the needs of the
  greatest number and range of possible learners
  and offers educational methods and materials that
  eliminate costly, cumbersome and after-the-fact
  adaptations. It requires the collaboration of
  experts in teaching, educational administration,
  policymaking, technology and publishing and
  provides a blueprint for creating flexible goals,
  methods, materials and assessments that enable
  all students to succeed in the classroom.

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Definition

• Universal design for learning is a framework for
  designing curricula that enable all individuals
  to gain knowledge, skills, and enthusiasm for
  learning. UDL provides rich supports for
  learning and reduces barriers to the curriculum
  while maintaining high achievement standards for
  all.

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Premises

• Diversity is the norm, not the exception
• Background
• Learning styles
• Abilities
• Preferences/Interests
• Students learn the best through many different
  modalities and mediums
• A universally-designed curriculum is
  intentionally and systematically designed from
  the outset to address individual differences
  rather than after students have not been
  successful with the current curriculum
• Shift from looking at the student to looking at
  the curriculum

www.cast.org
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• Enabling all students to participate in core
  instruction
• Increased supports available for those who
  require it
• Features that allow for advanced organizers
• Directs students attention toward main goal or
  purpose of the activity (essential questions)

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Principles of UDL

• Multiple means of representation
• Options for perception
• Options for language and symbols
• Options for comprehension
• Multiple Means of Action and Expression
• Options for physical action
• Options for expressive skills and fluency
• Options for executive functions
• Multiple Means of Engagement
• Options for recruiting interest
• Options for sustaining effort and persistence
• Options for self-regulation

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Multiple Means of Representation

• Options for perception
• Important features
• Provide the same information through different
  sensory modalities
• Provide information in a format that can be
  adjusted by the user
• Need to consider options to
• Customize the display of information
• Provide alternatives for auditory information
• Provide alternatives for visual information

CAST (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA
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Means of Representation contd

• Options for language and symbols
• Options that define vocabulary and symbols
• Options that clarify syntax and structure
• Options for decoding text or mathematical
  notation
• Options that promote cross-linguistic
  understanding
• Options that illustrate key concepts
  non-linguistically

CAST (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA
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Means of Representation contd

• Options for comprehension
• Options that provide or activate background
  knowledge
• Options that highlight critical features, big
  ideas, and relationships
• Options that guide information processing
• Options that support memory and transfer

CAST (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA
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Multiple Means of Action and Expression

• Options for physical action
• Options in the mode of physical response
• Options in the means of navigation
• Options for accessing tools and assistive
  technologies

CAST (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA
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Multiple Means of Action and Expression contd

• Options for expressive skills and fluency
• Options in the media for communication
• Options in the tools for composition and problem
  solving
• Options in the scaffolds for practice and
  performance

CAST (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA
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Multiple Means of Action and Expression contd

• Options for executive functions
• Options that guide effective goal-setting
• Options that support planning and strategy
  development
• Options that facilitate managing information and
  resources
• Options that enhance capacity for monitoring
  progress

CAST (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA
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Multiple Means of Engagement

• Options for recruiting interest
• Options that increase individual choice and
  autonomy
• Options that enhance relevance, value, and
  authenticity
• Options that reduce threats and distractions

CAST (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA
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Multiple Means of Engagement contd

• Options for sustaining effort and persistence
• Options that heighten salience of goals and
  objectives
• Options that vary levels of challenge and support
• Options that foster collaboration and
  communication
• Options that increase master-oriented feedback

CAST (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA
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Multiple Means of Engagement contd

• Options for self-regulation
• Options that guide personal goal-setting and
  expectations
• Options that scaffold coping skills and
  strategies
• Options that develop self-assessment and
  reflection

CAST (2008). Universal design for learning
guidelines version 1.0. Wakefield, MA
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What technology can support UDL?

• Digital text
• Digital files from publishers market model
• NIMAS/NIMAC files limited number of individuals
  have access to these
• SOLO Literacy Suite
• Kurzweil 3000
• Read and Write Gold
• Software that supports varying levels of
  scaffolding and access
• Intellitools Classroom Suite
• Clicker 5
• Book Builder

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Additional UDL supports

• www.cast.org
• UDL examples http//udleditions.cast.org
• Lesson Builder http//lessonbuilder.cast.org
• UDL Curriculum Self-check http//udlselfcheck.ca
  st.org
• www.gutenberg.org
• http//www.cast.org/index.html

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How does this differ from AT?

• UDL
• Curriculum-focus
• Designed from the onset of instruction
• Appropriate for all students
• Examines goals, methods of instruction,
  materials, and assessments

• AT
• Student-focus
• Often occurs after-the-fact
• Individualized for one student
• Attempts to integrate into students current
  curriculum