UDL – Enhancing Learning for All

1. UDL – Enhancing Learning for All Promoting Collaboration A New Function for Special Education

2. Getting Off To a Good Start Play is the exultation of the possible. - Martin Buber

3. They were in the house alone...

4. Just the two of them. It was a cold, dark, stormy night. The storm had come quicklyand each time the thunder boomed he watched her jump. 

5. She looked across the room and admired his strong appearance...and wished that he would take her in his arms, comfort her and protect her from the storm. She wanted that...more than anything.

6. Suddenly, with a pop, the power went out... she screamed...he raced to the sofa where she was cowering. He didn't hesitate to pull her into his arms. He knew this was a forbidden union and expected her to pull back. He was surprised when she didn't resist but instead clung to him. The storm raged on...as did their growing passion and there came a moment when each knew that they had to be together.

7. They knew it was wrong...Their families would never understand... So consumed were they in their passion that they heard no opening of doors...just the faint click of a camera......

9. Have you smiled today?Let us show you how . . .

15. Always Remember How To Smile!!!Life may not be the party I had hoped for........... But while I'm here I might just as well listen to the music and dance!

16. Make Today Count • Stay in curiosity • Listen for nuance • Share your questions and concerns • Don’t take yourself or others too seriously

17. Credits and Thanks • www.udlcenter.org • Those willing to post PowerPoints publicly • Jenna Gravel • Patti Ralabate • Lisa Thomas • Elizabeth Dalton • Paul Sherlock • CAST (National Center on Universal Design for Learning)

18. Collaboration and UDL? Why? • Accessing the general curriculum • Improving instruction and learning • Improving results

19. Some people spend their time looking forward mostly to the past. - John Oshborne The future is now . . . http://www.youtube.com/watch?v=Fnh9q_cQcUE&feature=related You don’t have to do it. Survival is not compulsory. - Deming

20. Which is closer to your classrooms?

21. But . . . . • This is not a session on technology (per se) • This is a session on access to learning through instruction based on UDL

22. Today’s Session at a Glance • What is UDL? • Principles of UDL • What are they? • Examples of each • UDL Guidelines • Tools & Resources

23. What is UDL? A way to provide learning opportunities in the general education curriculum that are: INCLUSIVE and EFFECTIVE FOR ALL

24. Universal Design for Learning • Born from architectural world • Intended to design and construct equal access facilities • Concept transferred to education

25. Civil Rights Legacy – Universal Design Universal Design: Access for everyone! Old design: Some are denied

26. Universal Design “Consider the needs of the broadest possible range of users from the beginning.” — Ron Mace

27. Universal design principles • Not an afterthought: Full access is designed from the outset • More cost-effective than retrofitting • More elegant and easy-to-use

28. . . . I have seen that in any great undertaking it is not enough for a man to depend simply upon himself.-Lone Man, Teton Sioux • Think and list – all of the things that you come across or use in your daily life that make it easier for you to function. (1min) • Share and combine lists with two colleagues. (3 min) • Count up items on your list. • Who has the most items?

29. Universal design (UD) examples Assistive Technology Universal Design Assistive Technology • Ramps and curb cuts • Digital books with text-to-speech • TV and video captioning • Easy-grip tools • Electric doors • Highlight text • Minimize distraction

30. Universal design for learning Combines new insights from brain research about the nature of learner differences… …with a century of best practices in progressive education.

31. http://www.nasdse.org/

33. Universal Design for Learning Background and Principles

34. Defining UDL • Principles laid down by CAST in the 1990s • Federal support for UDL research, dissemination since 1999 • Defined by federal statute in 2008 Higher Education Opportunity Act

35. Universal Design for learning “A scientifically valid framework for guiding educational practice” (Source: Higher Education Opportunity Act of 2008)

36. Universal Design for Learning… • reduces barriers in instruction • provides appropriate accommodations [and] supports • maintains high achievement expectations (Source: Higher Education Opportunity Act of 2008)

37. Universal Design for Learning • Eliminating or reducing barriers to academicsuccess for all students • Valuing diversity in the classroom through proactive design of inclusive curriculum

38. Universal Design for Learning • Increasing options for access • Increasing options for participation • Increasing options for demonstrating learning • Leading to increased equitable access to the general curriculum  • Higher achievement • More graduation • Less drop out

39. Universal Design for Learning… “Provides flexibility in the ways • Information is presented • Students respond or demonstrate knowledge and skills • Students are engaged” (Source: Higher Education Opportunity Act of 2008)

40. Three Fundamental Principles • Multiple Means of Representation • To increase recognition • Multiple Means of Expression • To expand purposeful output • Multiple Means of Engagement • To enhance involvement

41. What are the UDL Principles? In each area of the curriculum provide varied and flexible options for: • Representing information • Action and expression • Engagement

42. Universal Design for Learning Guidelines

44. Recognition through Representation • Provide options for perception • Provide options for language, mathematical expressions, and symbols • Provide options for comprehension • Perception • Customized displays • Auditory alternatives • Visual alternatives • Expression • Vocabulary and symbols • Syntax and structure • Decoding • Understanding • Multiple illustrations • Comprehension • Background knowledge • Patterns and relationships • Information processing • Transfer and generalization

45. Multiple Representations of Information Examples • Offer text-to-speech, video, audio, and other multimedia; integrate assistive technologies into learning environment • Provide vocabulary support and background knowledge • Highlight critical features & main ideas

46. Exploring the Three Principles http://www.udlcenter.org/aboutudl/udlguidelines

47. Does Not Have to Be Complex • Read aloud • Highlight phrases • Listen to audiotapes • Text-to-speech • What are your ideas? • Generate examples of how you have represented information in alternative formats. • Generate new and creative possibilities.

48. Provide Multiple Means for Actionand Expression • Options for physical action • Options for expression and communication • Options for executive functions • Physical action • Vary response and navigation • Optimize tools and technologies • Expression and communication • Multiple media • Tools for construction and composition • Graduated levels of support • Executive functions • Goal setting • Planning and strategy development • Managing information and resources • Enhance monitoring progress

49. Multiple Means of Action and Expression Examples • Let students show what they know with voice recording, graphic displays, performance, etc. • Provide models of expert performance • Offer executive-function supports such as graphic organizers, outlines, etc.

50. Exploring the Three Principles http://www.udlcenter.org/aboutudl/udlguidelines