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Universal Design for Learning (UDL)

Universal Design for Learning (UDL). A “Makes Sense” Approach to a Differentiated Classroom with Assistive Technology Supports By: Dr BJ Gallagher (2005). Information.

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Universal Design for Learning (UDL)

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  1. Universal Design for Learning (UDL) A “Makes Sense” Approach to a Differentiated Classroom with Assistive Technology Supports By: Dr BJ Gallagher (2005)

  2. Information • Information presented in this PowerPoint was obtained and summarized from the Center for Applied Special Technology (CAST) web site: http://www.cast.org - CAST (2005)

  3. Policy and Practice • requires the collaboration of teachers in the classroom, the school’s administration, the policymaking individuals in central office,as well as the district and school technology experts.

  4. UDL calls for: • Multiple means of representation, to give learners various ways of acquiring information and knowledge, • Multiple means of expression, to provide learners alternatives for demonstrating what they know, • Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

  5. Based on Universal Design for Architecture

  6. Think of… • speakerphones, • curb cuts, • close-captioned television • any others?

  7. All of these items are universally designed to accommodate a wide variety of users, including those with disabilities.

  8. We as teachers want our students to succeed. A one-size-fits-all approach to education simply does not work.

  9. Students struggle because of… • Learning disabilities such as dyslexia • English language barriers • Emotional or behavioral problems • Lack of interest or engagement • Sensory and physical disabilities

  10. What is UDL? UDL is a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.

  11. Recent research in neuroscience shows that each brain processes information differently. The way we learn is as individual as DNA or fingerprints. In its research, CAST has identified three primary brain networks and the roles they play in learning.

  12. Recognition networks • Gathering facts. • How we identify and categorize what we see, hear, and read. • Identifying letters, words, or an author's style are recognition tasks—the "what" of learning.

  13. Strategic networks • Planning and performing tasks. • How we organize and express our ideas. • Writing an essay or solving a math problem are strategic tasks—the "how" of learning.

  14. Affective networks • How students are engaged and motivated. • How they are challenged, excited, or interested. • These are affective dimensions—the "why" of learning.

  15. UDL principles helps us as educators customize our teaching for individual differences in each of these three brain networks.

  16. Accessible Instructional Materials Digital Textbooks Audio Books on CD or Tape CD-ROM Storybooks Large Print Books Braille Assistive Technology Multimedia Instructional Support Video-Based Anchored Instruction Electronic Mentors Supported Reading Text-to-Speech Text-to-Speech with Synchronized Highlighting Decoding Support Vocabulary Support Strategy Development Support Navigation Support Universal Design for Learning UDL Strategies

  17. For examples visithttp://www.cast.org/teachingeverystudent/

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