Slide 1
Universal Design for Learning:Making a difference for every
student
Dr. Patricia K Ralabate, UDL Fellow The Center for Applied
Special Technology (CAST) and Boston College
Dr. Fran Smith, Coordinator of Technology VDOEs Training &
Technical Assistance Center, School of Education, Virginia
Commonwealth University
AFT TEACH Conference 2011: Making a difference every
dayWashington, DC | July 11-13, 2011
Essential QuestionsWhy learn about Universal Design for Learning
(UDL) ?
How can I use UDL to teach all learners?
What does UDL look like?
How can you engage in the national UDL conversation?NEA IDEA
Special Education Resource Cadre2Reflection Activity:
think/pair/share re: how do you teach all learners in your
classroom?Perspectives
Frans perspectivesome things change and some remain the
same3FactsStudents attend class more often when they see
relevancy
90% of brain develops by age 3
9.9 million school-age children speak a language other than
English13% of public school students receive special education
services
White students scored 30 points higher than black students, 23
points higher than Hispanic students
Course load is no guarantee
Students attend class more often when they have strong
relationships with their teachers, and when they see school and
their coursework as relevant and important to their future (What
Matters for Staying On-Track and Graduating from Chicago Public
High Schools, 2007)Starting the continuum at birth is supported by
an impressive body of literature that show that nearly 90% of human
brain development occurs during the first three years of live
(Carnegie Task Force on Meeting the Needs of Young Children, 1994;
Hart & Risley, 1995; Shore, 1997)9.9 million school-age
children (5 to 17) speak a language other than English at home.
Most of them (7.0 million) speak Spanish at home Education Facts At
a Glance
http://www.infoplease.com/spot/schoolfacts1.html#ixzz1RBQRbWwWThe
number of children and youth ages 321 receiving special education
services was 6.5 million in 200809, corresponding to about 13
percent of all public school enrollment (Condition of Education,
2010) In 2009, White students at grade 12 scored 30 points higher
in NAEP mathematics than Black students and 23 points higher than
Hispanic students (Condition of Education, 2010)Taking the right
number of courses is no longer enough to guarantee graduates will
be prepared for life after high school. Among students who prepare
for college by taking four year of English, and at least three
years of math, science, and social studies, only a quarter meet all
four of the ACT College Readiness Benchmarks (ACT, Inc., 2007)
4 Why UDL? Current instructional practices are not appropriate
for all learners
Existence of academic achievement gaps
Proactively reaching and teaching all learners
NEA IDEA Special Education Resource Cadre5Universal design for
learning (UDL)NEA IDEA Special Education Resource Cadre6 UDL
emerged in the late 1990s and reflects changes in policy, research
and practice:Policy changes included the enactment of Americans
with Disabilities Education Act (ADA) in 1990 which held public
& private institutions to new accessibility standardsResearch
findings in the learning sciences and neuroscience fields uncovered
neural networks that clarified how we learnPractice innovations
included the availability of digital text and accessible media that
allowed for flexible presentation of content Universal Design
Consider the needs of the broadest possible range of users from the
beginning- Ron Mace, Architect -
NEA IDEA Special Education Resource Cadre7Universal Design was
originated by Ron Mace at North Carolina State University to create
physical structures that are designed from the beginning to
accommodate the widest range of users, including those with
disabilities. There are seven architectural Universal Design
principles (see presenter resource: 7 principles of universal
design NC) that focus on increasing accessibility to physical
space. Central to these principles is the providing of alternatives
for users.
Universal Design originated in the field of architecture, based
on the realization that designing buildings with built-in
accessibility for everyone was an approach superior to retrofitting
buildings to accommodate diverse individual needs.Universal Design
SolutionsBEFORE Universal DesignAFTER Universal Design
Examples of Universal DesignRampsCurb cutsElectric doorsCaptions
on televisionEasy-grip tools
NEA IDEA Special Education Resource Cadre9Reflection Activity:
Stop and think about 3 examples of UD youve encountered here at the
hotel or in DC or in your travels to this conference
Very visible examples of Universal Design include ramps, curb
cuts, automatic doors, and captions on television.
Other visible examples may include:Bars, wider doors, raised
seats, lowered sinks and towel access for accessible
restroomsLabeled parking spacesMore wheelchairs and valets at
airports, shopping centers, etc.Large print programs at museums,
etc.More elevators and escalators in public placesWalking
sidewalks
Making a difference...Different learning stylesDifferent ways of
knowingDiffering/multiple intelligences
Todays classrooms are highly complex and pose difficult hurdles
for teachers. As a result of IDEA 97, many students who used to be
excluded from general education curriculum are expected to progress
in the general education classroom and curriculum. Teachers now
need to be successful with a much more diverse group of students
including English Language Learners, students from other cultures,
and students with diverse disabilities. All students are commonly
in the same schools, same classrooms, and same curriculum. Schools,
teachers and students are accountable for real progress and
demonstrable learning outcomes in the regular education curriculum.
But the print-based curriculum is designed for a homogeneous group
of students and is not flexible or adjustable for different learner
needs.UDL addresses these challenges and offers increased
opportunity for all students to access, participate, and progress
in the general education curriculum.
10Universal design for learningCombines new insights from brain
research about the nature of learner differences
with a century of best practices in progressive education.
11Just as physical structures or products can have built-in
barriers to access, so can the curriculum. In the 1990s education
researchers led by the Center for Applied Special Technology, or
CAST-- began to talk about Universal Design FOR LEARNING as a way
to address barriers in the curriculum.
The UDL framework is NOT based on the architectural principles
outlined by Mace, though the concepts of UD provide an effective
analogy or metaphor for understanding UDL.
UDL draws on a century of education theory and research into
meeting diverse learners needs (Vygotsky, Bloom, etc.) and new
insights from neuroscience into how diverse learners respond to
different educational materials or instruction.
Evidence showed what master teachers had long observed: that the
way each individual learns may be as unique as DNA and
fingerprints.
UDL and Recognition Brain NetworksRecognition networks: the what
of learning
identify and interpret patterns of sound, light, taste, smell,
and touch
Everyday examples:
identifying ingredients for recipes
telling the difference between shampoo and shaving cream
identifying the smell of freshly cut grass
recognizing the sound of pain or joy
12The Recognition Networks, located in the back of the brain,
enable us to identify and interpret sound, light, taste, smell, and
touch. For example, when you answer the phone and hear a familiar
voice you can easily tell who it is without having the person give
his/her name. Draw other examples from your understanding of the
recognition networks.In a classroom, the recognition networks are
essential to learning: students are expected to identify letters,
formulas, maps, ideas, cause/effect relationships, etc. Ask
audience for additional classroom examples of recognition networks
at work.Everyday examples of recognition networks in action include
identifying ingredients for recipes, telling the difference between
shampoo and shaving cream so you can wash your hair, identifying
the smell of freshly cut grass, recognizing the sound of pain or
joy, etc. Note: Click on the speaker image and listen to Dr. David
Rose talk about the recognition network. UDL and Strategic Brain
NetworksStrategic networks: the how of learning
plan, execute, and monitor actions and skills
In learning situations, the strategic networks are critical.
Examples of the strategic networks at work include: doing a
project, taking a test, taking notes, listening to a lecture
13The strategic networks are located in the front part of the
brain and enable us to plan, execute, and monitor actions and
skills. In learning situations, the strategic networks are
critical. Examples of the strategic networks at work include: doing
a project, taking a test, taking notes, listening to a lectureThey
work in tandem with recognition networks to learn to read, compute,
write, solve problems, plan and execute compositions and complete
projects. Everyday examples of the strategic networks in action
include cooking a meal, planning an outing, executing a golf swing,
driving a car, etc.Note: Click on the speaker image and listen to
Dr. David Rose discuss the strategic network.UDL and Affective
Brain NetworksAffective networks:
the why of learning
The affective networks are located at the core of the brain and
enable us to engage with tasks and influence our motivation to
learn.
Responsible for developing preferences and establishing
priorities and interests.Essential to wanting to learn.
14The affective networks are located at the core of the brain
and enable us to engage with tasks and influence our motivation to
learn. They are responsible for developing preferences and
establishing priorities and interests.In learning situations,
affective networks are essential to wanting to learn. Visualize a
high school classroom, the night before the prom: Are students
affective networks helping focus on the algebra lesson or on the
party after the prom? Visualize the student who has had years of
reading failure in a 9th grade English class: Is this student
motivated to read The Odyssey?Everyday examples of the affective
networks in action include being motivated to get up extra early to
wrap presents for a child, wanting to run to the grocery store to
shop for a special dinner after a busy day at work, being nervous
before a business presentation, etc. Of course, the affective
network does not work in isolation from either the recognition or
strategic networks.Note: Click on the speaker image and listen to
Dr. David Rose present information on the affective network.
The process of learning to make coffee and..15The 3
PrinciplesMultiple means of representation
Multiple means of action and expression
Multiple means of engagementWhy is this important at the
classroom level . . . Accessibility . . . . Access Curriculum
accommodationsNarrowing of the Achievement gapTime planning upfront
accessibility decreased time in trying to retrofit find different
strategies for remediation rather than instruction
This could decrease the achievement gap for all learners.
Research on this aspect is scant right now - it is being
conducted.
16How does UDL improve access and student success?
A video
http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines
NEA IDEA Special Education Resource Cadre 17UDL in Higher
Education Opportunity Act [HEOA] 2008``(24) Universal design for
learning.--The term `universal design for learning' means 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 the 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.''The first Federal
Statute to define UDL18Momentum in the States
39 states with some type of UDL initiativeInitiatives are on a
variety of topics including assessments, curriculum design, higher
ed institutions, technology and assistive tech, professional
development projects, race-to-the top apps, initiatives around
special pops, state policy changes
19Media & MaterialsGoals and MilestonesMeans of
AssessmentInstructional MethodsUDL & CurriculumCAST defines
curriculum than more than just a book..20Setting Clear
GoalsDesigned from the outset to meet theneeds of all students
NEA IDEA Special Education Resource Cadre21UDL addresses ALL
aspects of general education for ALL students: Standards/Goals,
Curriculum, Instructional Methods & Strategies , Instructional
Materials and Assessments. Frameworks such as Response to
Intervention (RTI) and methods such as Differentiated Instruction
can be used to ensure that all instruction is accessible,
equitable, and universally designed.
Excellent resources includeCenter for Applied Technology (CAST)
www.cast.org Center for Implementing Technology in Education
www.cited.org GoalsTraditionalUDLLearning goals may get skewed by
the inflexible ways and means of achieving them.Learning goals
areattained in manyindividualized waysby many customized means.
22[Read slide]
MaterialsTraditional UDLMostly print and everyone gets the same
materials.Few optionsVariety of materials, media, and formats to
reach learners with diverse abilities, styles, and needs equally
well.
23[Read slide]
MethodsTraditional UDLTeacher-centered (lecture)Homogeneous
groupingBurden on student to adapt to get it
InteractivityHeterogeneous groupingRich supports for
understanding, independent learning
24[Read slide]
AssessmentTraditionalUDLConfuse goals with means Summative when
its too late to adjust instruction!
Many possible means as long as they measure learning! Supports
instructional improvement
25[Read slide]
Discussion Activity: Count of 1-9 and breakup by principle.
Share and discuss how you might support/ demonstrate that guideline
in your classroom.26Multiple Means of RepresentationExamplesRead
aloudHighlight phrasesListen to audiotapeText-to-speechBuilt-in
talking glossaryBuilt-in language translation
NEA IDEA Special Education Resource Cadre27Many of these are
viewed as accommodations and are in typical use in many classrooms
today
The difference between current use and UDL is the expanded use
from those who are identified as needing such accommodations and
for which the use is documented, to providing such access to any
and all students in need of different ways to access information
--- one student may need different ways to access different content
areas
Audiotape - (this is standard media through Recording for the
Blind & Dyslexic, for students who are blind or learning
disabled)Teacher reads aloudDigitized Text: Allows Dynamic
Manipulation of the Medium On DemandText-to-speech: Language of the
text reads aloud to the student, word-for-word, phrase-by-phrase,
or larger chunks of text. (Benefit: For students with decoding
problems who need to access their social studies textbook content,
this overcomes a barrier that keeps them from reaching a curricular
objective). (designer: add a URL that allows presenter to see this
in action). Good example Read please program which is free to
download www.readplease.comHighlighted text: As speech to text is
working, specific words, phrases, and/or chunks of text are
highlighted. (Benefit: students learn to track text while
reading---provides a fluency building scaffold)Built-in talking
glossary: key words that would prevent comprehension of the text,
are defined at point of use (Benefit: ELL students, students with
limited background knowledge, anyone unfamiliar with the
specialized vocabulary)Font-size, style, and background color on
demand: Certain fonts work better for certain learners, esp.
students with low vision/dyslexic students need clear
foreground-background color distinctions, for e.g.. Yellow text on
a black background)Audio and visual reinforcement: animated
graphics that help illustrate a concept (i.e.. a talking timeline
is very beneficial for blind students)Built-in literacy coaches: At
an opportune point in the text, a coach provides support for using
comprehension strategies such as: monitor, predict, summarize, and
question generating. (Benefit: for struggling readers, the support
is right where they need it, immediately and with scaffolding
built-in).Textbook represented in different reading levels: Student
or teacher can choose to represent the same content in the most
appropriate reading level. (benefits; reading level is no longer a
barrier to learning the core content; facilitates engagement and
appropriate level of challenge, b/c the learning is now taking
place in the students zone of proximal development) Built-in
language translation for ELL students: Entire text, section, or
specific words, at student discretion, can be accessed in students
primary language. (benefits: accessing the content in a students
first language provides a bridge for comprehending the core
content; student learning in both languages can be reinforced
through the interaction between them) Mentor reader reads to novice
readerTeacher highlights phrases while reading from a
transparencyText available on audiotape (this is standard media
through Recording for the Blind & Dyslexic, for students who
are blind or learning disabled)
One book, many optionsText to speech supportsEmbedded
glossaryLinks to support/activate background knowledgeNEA IDEA
Special Education Resource Cadre 28
One book: Many optionsDigital/print accessSectioned
chaptersEmbedded structural supportsLinks to support background
knowledgeLinks to media, web to activate interests
NEA IDEA Special Education Resource Cadre 29Figurative
Language
Literary devicesNEA IDEA Special Education Resource Cadre 30
Multiple Means of Action and ExpressionWritten response Verbal
responseVisual art projectDramatic responseiMovie
(Macintosh)Multimedia: Power Point, Hyperstudio
NEA IDEA Special Education Resource Cadre31Like the low-tech
options regarding representation of information, many of these are
typical accommodations used in classrooms today
The difference between current use and UDL is the expanded use
from those who are identified as needing such accommodations and
for which the use is documented, to providing such access to any
and all students in need of different ways to demonstrate learning
--- one student may be better at demonstrating learning of history
by orally describing an event, another student may create a
diorama, another may write and present a skit, etc.
What does it look like?
Options that offer tools for compositionand problem-solving
Spellcheckers, grammar checks, word prediction softwareSpeech to
text, audio recordingSentence starters, sentence stripsStory webs,
outlining tools, concept mapsComputer-Aided-Design (CAD)
NEA IDEA Special Education Resource Cadre 32What does it look
like?
Options that offer tools for planning and strategy
development
Embedded promptsChecklists and project planning templates
Schedules of stepsEmbedded coaches or mentorsGuides for breaking
long-term goals into reachable short-term objectives
Im a coach.NEA IDEA Special Education Resource Cadre 33Multiple
Means of EngagementKeep ongoing personal journalUse archived
resourcesFlexibility in use of tools to access informationChoice in
means of expressionFlexible grouping strategies
NEA IDEA Special Education Resource Cadre34Like the options
regarding representation of information and means of expression,
many of these strategies are typical in classrooms today .
All students are accountable for the content of the textbook -
Experiencing success through built-in supports at each students
level increases engagement and motivationStudent keeps an ongoing
personal diary (written, verbal, tape-recorded, drawn)Student
interviews an expert in related fieldStudent uses archived
resources to compare to content in the textbook (websites, museums,
libraries)
Flexibility in the use of tools for multiple
representationChoice of support tools empowers student to take
ownership of their learningElement of choice supports engagement
and motivationHow do you want to work - small group, individually,
or large group?How do you want to outline the story - text,
diagram, or pictures? What do you want to work towards - free time,
computer time, or homework pass?Flexible grouping strategies On
skill levelOn interest/passionFor collaboration varied skill or
talent levels
What does it look like?Flexible Classroom Approaches
Digital tools that motivate and engage the learner
Choices - Options
35What does it look like in a college classroom?
http://elixr.merlot.org/case-stories/understanding--meeting-students-needs/universal-design-for-learning-udl
36The National ConversationThe growth of UDL..
ResourcesThe National Center on Universal Design for
Learninghttp://www.udlcenter.org/
Center for Applied Special Technology http://www.cast.org
National Task Force on UDLhttp://www.udl4all.org
IDEA Partnership Community of Practice - UDL
http://www.sharedwork.org
NEA Research Spotlight on
UDLhttp://www.nea.org/tools/29111.htm
NEA IDEA Special Education Resource Cadre39Print ResourcesA
Policy Reader in Universal Design for Learning, Edited by David T.
Gordon, Jenna W. Gravel, andLaura A. Schifter (Harvard Education
Press, 2009)
Universal Design for Learning (UDL): Making learning accessible
and engaging for all students, (NEA, 2008)
A Practical Reader in Universal Design for Learning, Edited by
David H. Rose andAnne Meyer (Harvard Education Press, 2006)
The Universally Designed Classroom: Accessible Curriculum and
Digital Technologies, Edited by David H. Rose, Anne Meyer, and
Chuck Hitchcock (Harvard Education Press, 2005)
Teaching Every Student in the Digital Age: Universal Design for
Learning, David H. Rose and Anne Meyer (ASCD, 2002)
NEA IDEA Special Education Resource Cadre 40Comments
Questions ???
Ahas !!!
Takeaways???
NEA IDEA Special Education Resource Cadre 41Discussion as time
allows