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Universal Design for Learning (UDL) AND Response to Intervention (RTI)

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Universal Design for Learning (UDL) in RTI Author: Sande Joseph Last modified by: Sande Joseph Created Date: 2/10/2010 3:01:02 PM Document presentation format: – PowerPoint PPT presentation

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Title: Universal Design for Learning (UDL) AND Response to Intervention (RTI)


1
Universal Design for Learning (UDL) AND Response
to Intervention (RTI)
  • Beverly Ochieng-Sande
  • University of South Carolina

2
What is UDL?
  • The term universal design means
  • concept or philosophy for designing and
    delivering products and services
  • usable by people with the widest possible range
    of functional capabilities,
  • products and services that are directly usable
    (without requiring assistive technologies)
  • products and services that are made usable with
    assistive technologies. (U.S.C. 3002)

3
What is RTI?
  • Response to Intervention or otherwise known as
    RtI, is a multi-tiered system developed to help
    students succeed
  • The law includes explicit support for the use of
    the RtI approach for SLD identification.
  • IDEA 2004 contains the provision to use
    scientific, research-based interventions as one
    component of the eligibility process.

4
What do they have in common?
  • UDL
  • RTI

5
Proactive and Preventative Approaches
  • Both UDL and RTI are proactive and preventative
    approaches
  • They require action on the part of stakeholders.
  • They encourage doing what is necessary ahead of
    time to keep things going smoothly

6
Systems Change
  • Both RTI and UDL require a district wide or
    school wide change
  • They are both structural changes to a system of
    education already in place

7
change
  • Change is made when the district or school
  • Develops a shared vision and values
  • Creates and implements a communication plan that
    will keep all stakeholders informed
  • Develops and disseminates a strategic plan

8
General Education Initiatives
  • They are both general education initiatives
  • They encourage the success of ALL students in the
    general education classroom.

http//sites.google.com/site/fujino36/school_clipa
rt.jpg
9
Focus on Curriculum
  • Both are focused on the curriculum
  • They both emphasize looking at the curriculum and
    making necessary changes there before making any
    other structural change.

http//www.freeclipartnow.com/d/11337-1/eager-clas
s.jpg
10
Both ask these guiding questions
  • Is the core program/curriculum sufficient?
  • If the core program/curriculum is not sufficient,
    why isnt it?
  • How will needs identified in the core be
    addressed?
  • How will the effectiveness and efficiency of the
    core be monitored over time?
  • Have improvements to the core been effective?

11
Flexible Learning Environments
  • Both encourage creating flexible learning
    environments
  • UDL- Multiple means of representation, engagement
    and expression in every lesson
  • RTI-Multiple tiers with varying levels of
    intensity

12
flexibility
13
Use of Direct Instruction
  • Both support the use of Direct Instruction
  • "Direct Instruction is
  • rigorous
  • highly scripted method
  • fast-paced
  • provides constant interaction
  • http//www.jefflindsay.com/EducData.shtml

14
di
http//www.sasked.gov.sk.ca/docs/health/health6-9/
images/pg027.gif
15
Use of Differentiated Instruction
  • Both support the use of Differentiated
    Instruction.
  • Differentiating instruction means
  • vary teaching method
  • for individual or small group
  • creating the best learning experience possible.
  • http//ceep.crc.uiuc.edu/eecearchive/digests/2000/
    tomlin00.pdf

16
Assessment
  • Both encourage the use of continuous assessment
    (curriculum based measurements) to gauge student
    progress.
  • UDL emphasizes embedding flexible continuous
    assessment to drive instruction.
  • RTI calls for the use of benchmarks to drive
    instructional decisions.

17
Use of Technology
  • Both support the use of technology especially as
    an additional medium of instruction.
  • UDL also calls for digitalizing the curriculum.
  • RTI calls for the use of technology for learning
    opportunities.

18
Data Driven
  • Both encourage progress monitoring to drive
    instructional decisions.
  • Assessment (data) both informs and evaluates the
    impact of instruction and the need to revise the
    curriculum.

19
Research-Based Programs
  • Both encourage the use of research-based programs
    (interventions).
  • They both demand for rigorous selection of core
    curriculum.

20
What they are not
  • Both UDL and RTI are not programs.
  • They are research validated frameworks considered
    best practices that would benefit ALL students.

21
How then CAN WE INCORPORATE UDL in RTI
  • Rti focuses on how students are responding to
    instruction.
  • UDL focuses on how materials and media can be
    developed for students to have maximum response
    to instruction.

22
UDL RTI
  • Therefore, if we have rti then we can use UDL to
    design the books.
  • We can use UDL to redesign core curriculum
    incorporating the use of digital media
  • We can make tier 1 of rti highly effective at
    meeting ALL students needs.

23
QUESTION
  • What other connection can you make between UDL
    and RTI?
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