Universal Design for Learning CEC 2009 Session #1
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Universal Design for Learning CEC 2009 Session #1 Presentation Transcript

  • 1. Universal Design for Learning: Reaching & Teaching All Learners Skip Stahl
  • 2. What is Universal Design? "The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies." (Section 3(17)of Assistive Technology Act of 1998)
  • 3. What is Universal Design?
    • Not one size fits all – but alternatives for everyone .
    • Not added on later – but designed from the beginning .
    • Not access for some – but access for everyone.
  • 4.
    • Ramps
    • Curb Cuts
    • Electric Doors
    • Captions on Television
    • Easy Grip Tools…
    What is Universal Design?
  • 5.
    • Drawbacks of Retrofitting
      • Each retrofit solves only one local problem
      • Retrofitting can be costly
      • Many retrofits are UGLY!
    What is Universal Design?
  • 6. What is Universal Design?
    • Finally, a Universal Design approach is simply more practical, elegant and effective, since it is always better to build in flexibility from the beginning, rather than try to add it on later.
  • 7.
      • “ Consider the needs of the broadest possible range of users from the beginning”
    • -- Architect, Ron Mace
    What is the link between architecture and curriculum?
  • 8. What is Universal Design for Learning (UDL) ? The process of building in (rather than adding on) accessibility and achievement supports for diverse learning needs is known as Universal Design for Learning
  • 9. The Higher Education Opportunity Act of 2008
    • Section 103(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.''.
  • 10. What is Universal Design for Learning (UDL) ?
    • A UDL approach often begins by addressing the needs of students “in the margins” – accommodations for students with disabilities are mandated by federal
    • law – IDEA, Section 504, ADA
    • Conveniently, accommodations
    • created for a subset of the
    • population usually result in
    • increased benefits for everyone
  • 11. What is Universal Design for Learning (UDL) ?
    • A UDL approach assumes that students with varying needs will be involved in learning, and that the curriculum:
        • the goals ,
        • the instructional methods
        • the instructional materials, and
        • the assessments
    • need to address this diversity.
  • 12. The Neurological Foundation Strategic Recognition Affective
  • 13. The Neurological Foundation: Recognition Networks
  • 14. The Neurological Foundation: Recognition Networks
  • 15. The Neurological Foundation: Strategic Networks
  • 16. The Neurological Foundation: Strategic Networks
  • 17. The Neurological Foundation: Strategic Networks
  • 18. The Neurological Foundation: Strategic Networks
  • 19. The Neurological Foundation: Affective Networks
  • 20. The Neurological Foundation: Affective Networks
  • 21. The Neurological Foundation: Affective Networks
  • 22. Bottom-up Perceptions Versus Top-down Constraints
  • 23. Bottom-up Perceptions Versus Top-down Constraints Information captured by the retina takes about 100 milliseconds to reach the brain. To compensate for this lag, the brain predicts what the world will look like in the near future and acts on this prediction rather than the real information at its disposal.
  • 24. Top-down Constraints “ What your brain thinks “ought” to be there)
  • 25. Top-down Constraints “ What your brain thinks “ought” to be there)
  • 26. Top-down Constraints “ What your brain thinks “ought” to be there)
  • 27. Top-down Constraints “ What your brain thinks “ought” to be there)
  • 28. Top-down Constraints “ What your brain thinks “ought” to be there)
  • 29. Top-down Constraints “ What your brain thinks “ought” to be there)
  • 30. The Three Networks and the UDL Principles
    • Recognition – Multiple Means of Representation
    • Strategic – Multiple Means of Expression
    • Affective – Multiple Means of Engagement
  • 31.
    • The Relevance of Digital Media
  • 32. Multiple Means of Representation IT WAS the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way- in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only. There were a king with a large jaw and a queen with a plain face, on the throne of England; there were a king with a large jaw and a queen with a fair face, on the throne of France. In both countries it was clearer than crystal to the lords of the State preserves of loaves and fishes, that things in general were settled for ever. IT WAS the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, Tale of Two Cities … It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of wisdom,
  • 33. Multiple Means of Expression
  • 34. Multiple Means of Engagement
  • 35. The Application of UDL: Four Aspects of the Curriculum
    • Goal Setting
    • Instructional Methods
    • Assessment
    • Instructional Materials