UNIVERSAL DESIGN FOR LEARNING FOR EARLY CHILDHOOD June 13, 2014 Gary Glasenapp [email protected] Teaching Research Institute Center on Early Learning Western.

UNIVERSAL DESIGN FOR LEARNING FOR EARLY CHILDHOOD

June 13, 2014

Gary Glasenapp

[email protected]

Teaching Research Institute

Center on Early Learning

Western Oregon University

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Housekeeping Details2

Webinar recorded and available www.centeroninclusion.org/clearinghouse2.htm

Questions

Evaluations (Survey Gizmo)

Certificates

OECIC Webinar Series3

April 25, 2014 Oregon’s QRIS and Supporting Children with

Disabilities and their Families

May 16, 2014 CCR&R and Inclusion

June 13, 2014 Universal Design for Learning

June 20, 2014 Response to Intervention

Today’s Webinar Outcome4

Participants will have an understanding of universal design for learning and how it applies to early childhood settings.

Session Topics5

What is universal design for learning and why it is important

How universal design for learning applies to early childhood

Universal design guidelines and examples

What is Universal Design for Learning?

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Universal Design Terminologyhttp://cast.org/udl/faq/index.html

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• Refers the movement in architecture and product development that aims to create places or things that are accessible to as many people as possible, including those with disabilities.

Universal Design

• When applied to education, the term "universal design" generally concerns eliminating physical barriers to educational places or materials.

Universal Design in Education

• Proactively planning ways to provide cognitive as well as physical access to the curriculum.

Universal Design for Learning

UDL at a Glance Video8

Universal Design for Learning Definition9

A scientifically valid framework for guiding educational practice that:

(A) Provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in ways students are engaged; and

(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

Higher Education Opportunity Act of 2008 (HEOA)

Universal Design for Learning Definition from CEC

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“The design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities”

Council for Exceptional Children

What is Universal Design for Learning?11

A set of principles for curriculum development that gives all individuals equal opportunities to learn

Provides a blueprint for creating instructional goals, methods, materials and assessments that work for everyone

Not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs

http://www.cast.org/research/udl

Universal Design for Learning

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Designed from the onset to meet the needs of all children

“Designing for the margins” benefits all learners

Diversity is normal and predictable – need to plan for diversity

Universal Design for Learning

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More ways for children to access learning opportunities….

participate in learning opportunities….

demonstrate learning….

Results in more equitable access to the general education curriculum for ALL learners

Goals of Universal Design for Learning14

Improve access, participation and achievement

Eliminate or reduce physical and academic barriers

Value diversity through proactive design

Universal Design for Learning in Early Childhood

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UDL in early childhood is…

intentional design of early intervention programs that enable all children to access, engage in, and learn

designing early education environment settings so all children may access and engage in all learning opportunities based on their individual strengths and abilities in multiple ways.

Conn-Powers, Cross, Traub, Hutter-Pishgahi (2006). The universal design of early education: Moving forward for all children. Online: http://www.iidc.indiana.edu/styles/iidc/defiles/ECC/SRUD-MovingForwardArticle.pdf

Why is UDL Necessary?16

Why is UDL Necessary?17

Individuals bring variety of skills, needs, and interests to learning

Need to address 3 primary brain networks

http://www.cast.org/udl/index.html

Recognition“What”

(Representation)

• How learners gather facts and categorize what they see, hear and read.

Strategic“How”

(Action & Expression)

• How learners organize and express their ideas.

Affective“Why”

(Engagement)

• How learners get engaged and stay motivated.

• How learners are challenged, excited or interested.

Why Universal Design for Learning?

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The universal design of early learning “suggests that instead of creating a curriculum and then adapting it to meet the needs of individual children in the program, it is better to start off with an instructional design which provides learners with a variety of ways to access and process information and demonstrate what they have learned.”

Blagojevic, Twomey, & Labas. 2002. Universal design for learning: From the start. Orono, ME: University of Maine. Online:www.ccids.umaine.edu/facts/facts6/udl.htm.

Why Universal Design for Learning?

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UDL… stresses the importance of planning learning

environments and activities for diverse populations

is creating universally designed settings in which all children and their families can participate and learn

improves educational outcomes for ALL children by ensuring meaningful access to the curriculum within an inclusive learning environment

Universal Design for Learning Principles and Guidelines

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Universal Design for Learning Principles21

Principle 1: Provide multiple means of representation – give learners multiple ways of acquiring information and knowledge. (The “what” of learning)

Principle 2: Provide multiple means of action and expression – provide learners alternatives for demonstrating what they know. (The “how” of learning)

Principle 3: Provide multiple means of engagement – to tap into learners’ interests, offer appropriate challenges, and increase motivation. (The “why” of learning)

National Center on Universal Design for Learning http://www.udlcenter.org/

Video – UDL: Principles and Practice22

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Principles Guiding the Universal Design of Early Education

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Principles Guiding the Universal Designof Early Education

Conn-Powers, Cross, Traub, Hutter-Pishgahi (2006). The universal design of early education: Moving forward for all children. Online: http://www.iidc.indiana.edu/styles/iidc/defiles/ECC/SRUD-MovingForwardArticle.pdf

• Enables all children to have access and equitable opportunities for full participation

• Includes structures, permanent and moveable equipment and furnishings, storage and materials

Physical Environment

• All children, regardless of health status or condition, have ongoing access to learning

Health and Safety

• Offers all children equitable access and full membership in the social-emotional life of the group, and it supports their social-emotional development

Social-Emotional

Environment

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Principles Guiding the Universal Designof Early Education

Conn-Powers, Cross, Traub, Hutter-Pishgahi (2006). The universal design of early education: Moving forward for all children. Beyond the Journal, Young Children on the Web. September 2006.

• Gives all children equitable access to learning activities through information and activities in multiple formats and multiple means for engagement, expression, and learning

• Includes the curriculum, teaching practices, materials and activities

Teaching Environment

• Provide multiple approaches to find out what children know and can do to access individual learning, development, and educational progress

Individual Assessment and

Program evaluation Practices

• Supports the equitable access and engagement of all families in the full range of experiences

• Includes ongoing communication, learning activities, and program involvement activities

Family Involvement

Practices

Universal Design for Learning Examples

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A universally designed activity has something for everyone

UDL Examples – Multiple Means of Representation (Acquiring Information and Knowledge)

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Present information and content in a variety of ways Auditory, visual, tactile

Songs/music, pictures/photos, visuals, pair visuals with words, assistive technology, sign language

Have a variety materials Objects/items of different sizes, shapes,

textures, colors

UDL Examples – Multiple Means of Expression (How Children Demonstrate Learning)

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Verbally

In writing

Pointing/touching

Assistive technology (switches)

UDL Examples – Multiple Means of Engagement (Stimulating Interest and Motivation)31

Relevant materials/items

Relevant activities

Multiple choices/options

Multiple opportunities for peer collaboration and sharing

UDL Resources32

UDL Resources33

National Center on Universal Design for Learning (at North Carolina State University) http://www.udlcenter.org/

Center for Applied Special Technology (CAST) www.cast.org

Building Inclusive Child Care – Universal Design for Learning video. www.northampton.edu/early-childhood-education/partnerships/building-inclusive-child-care.htm

UDL Resources34

Building Inclusive Child Care – Questions to Consider in UDL Observations of Early Childhood Environments and Early Childhood Inclusion/Universal Design for Learning Checklist http://www.pakeys.org/uploadedContent/Docs/Higher%20Ed/CunconanLahr%20Kennedy%20Stifel%20Universal%20Design%20for%20Learning%20handout%202.pdf

Questions?35