National UDL Taskforce

National UDL Task Force

UDL Task Force
More than 30 national education and civil rights organizations
Complete list: www.udl4allstudents.org

The Challenge All students have different learning needs, abilities, and preferences

The Need Provide learning opportunities in the general education curriculum that are: INCLUSIVE and EFFECTIVE FOR ALL

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

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)

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

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

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

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

Universal design (UD) examples
Ramps and curb cuts
Digital books with text-to-speech
TV and video captioning
Easy-grip tools
Electric doors

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.

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

Universal design for learning
Eliminating or reducing barriers to academic success for all students
Valuing diversity in the classroom through proactive design of inclusive curriculum

Why UDL?
Schools are working to improve academic performance;
Today’s classrooms include many diverse learners;
THUS, schools need to find ways to better meet the needs of all students!

UDL offers all students…
More ways to access …
More ways to participate …
More ways to demonstrate learning…

UDL principles in action

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

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

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.

Multiple Means of Engagement
Examples
Vary levels of challenge and support to prevent frustration or boredom
Tie work to real-world examples
Where possible, give choices
Teach self-assessment and reflection

UDL applies to the whole curriculum

Goals Traditional
Learning goals may get skewed by the inflexible ways and means of achieving them.
UDL
Learning goals are attained in many individualized ways, by many customized means.

Materials Traditional
Mostly print and everyone gets the same materials.
Few options
UDL
Variety of materials, media, and formats to reach learners with diverse abilities, styles, and needs equally well.

Methods Traditional
Teacher-centered (lecture)
Homogeneous grouping
Burden on student to adapt to “get it”
UDL
Interactivity
Heterogeneous grouping
Rich supports for understanding, independent learning

Assessment Traditional
Confuse goals with means
Summative – when it’s too late to adjust instruction!
UDL
Many possible means as long as they measure learning!
Supports instructional improvement

UDL Guidelines

UDL Guidelines
In-depth guide for practical application
Resource for curriculum developers
Checklists for teachers
Go to www.udlcenter.org

With UDL, more students are…
Engaged in their own education
Learning at greater breadth and depth
Achieving at higher levels
Motivated to continue learning

More educators are…
Teaching effectively in classrooms with diverse student needs
Spending more time on instruction and facilitating learning
Helping ALL learners succeed

Local and state supports for UDL
Local
Evolution of general educator and special educator roles
State
State standards and benchmarks
Curriculum adoption policies
Professional development initiatives

Federal supports for UDL
Statutes and regulations
No Child Left Behind Act (NCLB)
Individuals with Disabilities Education Act (IDEA)
National Instructional Materials Accessibility Standard (NIMAS)
Higher Education Opportunity Act (HEOA)

Higher Education Opportunity Act
Defines UDL
Technical assistance for UDL practice
Infuses K-12 teacher prep with UDL
Report cards by States and IHEs on UDL implementation

Federal investment in UDL
US Department of Education
Office of Special Education Programs
Institute for Education Sciences
Office of Postsecondary Education
National Science Foundation

UDL informs product development

What can you do now?
Apply UDL to your instruction
Demand universally-designed products
Share your UDL resources and lesson plans with others
Advocate curriculum adoption policies that require UDL principles

For More Information
National UDL Task Force www.udl4allstudents.org
CAST www.cast.org
National UDL Center www.udlcenter.org

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National UDL Taskforce

by National Center on Universal Design for Learning on Feb 12, 2010

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National UDL Taskforce — Presentation Transcript