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UDL

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  • 1. UDL: Sharing Ideas,UDL: Sharing Ideas, Building ResourcesBuilding Resources Carla SmithCarla Smith Walden UniversityWalden University Prof. Sherry LambertsonProf. Sherry Lambertson EDUC 6714-D2EDUC 6714-D2 November 26, 2010November 26, 2010
  • 2. What is Universal Design?What is Universal Design? Started in architecture to design from theStarted in architecture to design from the beginning for access of all people withbeginning for access of all people with varied abilities.varied abilities. Some examples: curb cuts, ramps intoSome examples: curb cuts, ramps into buildings, power doors, closed captioningbuildings, power doors, closed captioning Also includes products designed for useAlso includes products designed for use by people of all ability levels.by people of all ability levels.
  • 3. How does UD transfer toHow does UD transfer to Education?Education? Universal design for learning incorporatesUniversal design for learning incorporates accessibility, usability, and research onaccessibility, usability, and research on effective teaching methods into theeffective teaching methods into the curriculum so all students can learn andcurriculum so all students can learn and grow.grow. The guiding principles: Provide multipleThe guiding principles: Provide multiple means of presentation, expression andmeans of presentation, expression and engagementengagement (Laureate Education, Inc.,(Laureate Education, Inc., 2009).2009).
  • 4. Means of PresentationMeans of Presentation Varied presentation of content through use ofVaried presentation of content through use of technology within the curriculumtechnology within the curriculum  Digital textDigital text  AudioAudio  VideoVideo Allow the materials to fit the needs of the child.Allow the materials to fit the needs of the child. With a traditional printed materials:With a traditional printed materials:  A student with physical disabilities can’t turn theA student with physical disabilities can’t turn the pagespages  A student with visual impairments can’t see the bookA student with visual impairments can’t see the book  A student with dyslexia can’t decode the bookA student with dyslexia can’t decode the book (Laureate Education, Inc., 2009).(Laureate Education, Inc., 2009).
  • 5. Means of ExpressionMeans of Expression Allow students to demonstrate learning inAllow students to demonstrate learning in different ways for the same objectives:different ways for the same objectives:  Physical actionPhysical action  Expressive skills and fluencyExpressive skills and fluency  Executive functionExecutive function (National Center on UDL, 2010)(National Center on UDL, 2010)
  • 6. Means of EngagementMeans of Engagement Provide for students to have multipleProvide for students to have multiple means of participating within themeans of participating within the curriculum.curriculum.  Recruiting interestRecruiting interest  Sustaining effort and persistenceSustaining effort and persistence  Self-regulationSelf-regulation (National Center on UDL, 2010)(National Center on UDL, 2010)
  • 7. How UDL works in the classroomHow UDL works in the classroom Rose, & Meyer, (2002).Rose, & Meyer, (2002).
  • 8. Brain ResearchBrain Research Three groupings within the processes ofThree groupings within the processes of the brain:the brain:  Recognition: processes patterns from senses,Recognition: processes patterns from senses, things you have experienced beforethings you have experienced before  Strategic: processes actions and plans,Strategic: processes actions and plans, generate patternsgenerate patterns  Affective: emotionsAffective: emotions (Laureate Education, Inc., 2009)(Laureate Education, Inc., 2009)
  • 9. UDL and DiversityUDL and Diversity Students are more diverse today than everStudents are more diverse today than ever before in the history of educationbefore in the history of education  Every learner is unique and brings different strengthsEvery learner is unique and brings different strengths and weaknesses to the classroom (LD Online, 2010).and weaknesses to the classroom (LD Online, 2010).  Students cannot learn in a one size fits all curriculumStudents cannot learn in a one size fits all curriculum  We cannot change the child, we must adapt theWe cannot change the child, we must adapt the curriculum to fit the child as they arecurriculum to fit the child as they are  UDL can address the wide variety of needs in ourUDL can address the wide variety of needs in our student population: cultural, ethnic, linguistic, andstudent population: cultural, ethnic, linguistic, and academicacademic
  • 10. CAST ToolsCAST Tools UDL Guidelines:UDL Guidelines: http://www.udlcenter.org/aboutudl/udlguidelineshttp://www.udlcenter.org/aboutudl/udlguidelines Teaching Every Student:Teaching Every Student: http://www.cast.org/teachingeverystudenthttp://www.cast.org/teachingeverystudent UDL Lesson Builder:UDL Lesson Builder: http://lessonbuilder.cast.org/http://lessonbuilder.cast.org/ These tools will be helpful as we developThese tools will be helpful as we develop curriculum that will allow every student to learn.curriculum that will allow every student to learn.
  • 11. Benefits for WoodmoreBenefits for Woodmore Allowing students to meet lesson objectives thatAllowing students to meet lesson objectives that align with state standards will help them showalign with state standards will help them show proficiency on state testsproficiency on state tests Allowing all students with disabilities to learn inAllowing all students with disabilities to learn in the regular curriculum will align with the goals ofthe regular curriculum will align with the goals of IDEAIDEA Use of technology will allow our students to learnUse of technology will allow our students to learn the tools of the future and how to use them tothe tools of the future and how to use them to achieve their goalsachieve their goals
  • 12. ReferencesReferences National Center on Universal Design for Learning.National Center on Universal Design for Learning. (2010). CAST. Retrieved from(2010). CAST. Retrieved from http://http:// www.udlcenter.org/aboutudl/udlguidelineswww.udlcenter.org/aboutudl/udlguidelines Laureate Education, Inc. (Executive Producer). (2009).Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technologyReaching and engaging all learners through technology.. Baltimore: Author.Baltimore: Author. LD Online. (2010).LD Online. (2010). Response-to-Instruction andResponse-to-Instruction and Universal Design for Learning: How Might They IntersectUniversal Design for Learning: How Might They Intersect in the General Education Classroom?in the General Education Classroom? Retrieved fromRetrieved from http://www.ldonline.org/article/13002http://www.ldonline.org/article/13002 Rose, D., & Meyer, A. (2002).Rose, D., & Meyer, A. (2002). Teaching every student inTeaching every student in the digital age: Universal design for learningthe digital age: Universal design for learning. Retrieved. Retrieved fromfrom http://http://www.cast.org/teachingeverystudent/ideas/teswww.cast.org/teachingeverystudent/ideas/tes //

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