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Universal Design for Learning
 

Universal Design for Learning

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Meeting the learning needs of diverse students through Universal Design for Learning

Meeting the learning needs of diverse students through Universal Design for Learning

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  • Running time 345
  • 13 mins
  • 13 mins

Universal Design for Learning Universal Design for Learning Presentation Transcript

  • Meeting the learning needs of diverse students throughUniversal Design for Learning
    1
  • What is one of the central defining characteristics of today’s students?
    2
  • Important Questions
    What does DIVERSITY mean in your classroom?
    3
    What are some of the needs of your diverse learners?
  • 4
    http://breeze.unisa.edu.au/diversity
  • While university is challenging for every student, some learners find the difficulties nearly insurmountable.
    5
  • Examples
    International students NESBunderstanding professors
    Mature-aged studentsenergy levels
    Students with learning disabilitiescomprehension
    Students with sensory impairmentsinaccessibility
    6
  • Promises & Expectations
    7
  • Bond University’s obligation to diverse learners.
    Bond University gives you the opportunity to immerse yourself in the relaxed Australian lifestyle while learning to speak English.
    You will study with an international student population, with students from more than 80 countries worldwide, and you will work with small, personalised classes. 
    All of our teachers are highly qualified and many have international experience.
    8
  • Disability Services
    Bond University recognises its responsibility to create an environment free from discrimination and harassment and will develop plans and procedures to provide an accessible and inclusive work and study environment.
    ‘Reasonable adjustments’ will be made to accommodate a student with a disability. A ‘reasonable adjustment’ is a measure or action taken to assist a student with a disability to participate in education on the same basis as other students.
    9
    http://www.bond.edu.au/about/life/support-services/disability-support.html
    http://www.staff.bond.edu.au/quality/policies/corporate/COR107.pdf
  • Study workload will be monitored and can be adjusted to maintain a realistic balance between the demands of the athlete’s sport and adequate progression through a program at Bond.
    10
    Elite Athletes
    • Study tools such as class notes and video streaming are available for a number of classes to assist students who may have missed class.
  • 11
    But
    How?
  • Two Approaches
    12
    THE
    ENVIRONMENT
    Individual
  • Options?
    13
  • Telephone  
    The telephone was one of the many devices Bell developed in support of his work with the deaf.
    14
    UD inventions which benefit many
    E-mail 
    Vinton Cerf (who was hard of hearing since birth) developed the host level protocols for the ARPANET. He married a lady who was deaf. Cerf communicated with his wife via text messaging
  • Learning Environment
    15
    FM System
    Cultural Studies
    Online Discussion Forum
  • The Curb-cut Metaphorand Electronic Curb-cuts
    16
  • BooksPrint Text vs. Enhanced e-Text
    17
  • What is Universal Design of Learning?
    18
    http://udl-stuff.wikispaces.com/Tools+and+Resources
  • Universal Design for Learning ...
    19
    Simply put, UDL is a set of principles that give all individuals equal opportunities to learn.
    http://www.youtube.com/watch?v=bDvKnYog6e4
  • Universal Design for Learning ...
    20
    Proactive design of teaching & curriculum
    “to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design”
    .
    http://www.ncsu.edu/dso/general/universal-design.html
  • Universal Design Options
    21
    • proactive
    • benefit many
    • simple
    • efficient
    • cost effective
    • socially inclusive
  • 3 Principles ofUniversal Design forLearning
    Multiple Means of -
    22
    Representation
    Engagement
    Expression
  • UDL Guiding Principles
    23
    w
    http://www.udlcenter.org/aboutudl/udlguidelines
  • 24
    sample
    10 Propositions for UDL
    Dave Edyburn
    #1:Universal design in education is fundamentally different from universal design in the built environment.
    .
    Center for Applied Special Technology
  • 25
    sample
    10 Propositions for UDL
    Dave Edyburn
    #2:UDL is fundamentally about proactively valuing diversity.
    .
    Center for Applied Special Technology
  • 26
    sample
    10 Propositions for UDL
    Dave Edyburn
    #3: UDL is ultimately about design.
    .
    Center for Applied Special Technology
  • 27
    sample
    10 Propositions for UDL
    Dave Edyburn
    #4:Universal design for learning is not just good teaching.
    .
    Center for Applied Special Technology
  • 28
    sample
    10 Propositions for UDL
    Dave Edyburn
    #5:Universal design for learning does not occur naturally.
    .
    Center for Applied Special Technology
  • 29
    sample
    10 Propositions for UDL
    Dave Edyburn
    #6:Technology is essential for implementing UDL.
    .
    Center for Applied Special Technology
  • 30
    sample
    10 Propositions for UDL
    Dave Edyburn
    #7:UDL is not assistive technology.
    .
    Center for Applied Special Technology
  • 31
    sample
    10 Propositions for UDL
    Dave Edyburn
    #8:It is necessary to measure the primary and secondary impact of UDL.
    .
    Center for Applied Special Technology
  • 32
    sample
    10 Propositions for UDL
    Dave Edyburn
    #9:Claims of UDL must be evaluated on the basis of enhanced student performance.
    .
    Center for Applied Special Technology
  • 33
    sample
    10 Propositions for UDL
    Dave Edyburn
    #10:UDL is much more complex than we originally thought.
    .
    Center for Applied Special Technology
  • Practical Applications of UDL Principles (Rose et al. 2006)
    34
    • provide alternatives to lectures
    • have lectures videoed and accessible
    • have sign language/subtitles for content
    • publish students’ notes online
    • make use of visuals and graphics
    http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ844630
  • Practical UDL suggestions
    http://www.bond.edu.au/about-bond/quality-teaching-and-learning/resources/index.htm
    35
  • 36
    From the Teaching at Bond Booklet page 36
  • 37
    From the Teaching at Bond Booklet page 36
  • Some Books & Articles on UDL:
    38
    Burgstahler, S.E. & Cory, R.C. (Eds.) (2008). Universal design in higher education. Cambridge, MA: Harvard Education.
    Edyburn, D.L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33, 33-41.
    Rose, D.H. & Meyer, A. (Eds.) (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education.
    Rose, D.H. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
    Rose, D.H., Meyer, A. & Hitchcock, C. (Eds.) (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education
  • 39
    Electronic curb-cuts
    CAS (Center for an Accessible Society), Steve Jacobshttp://www.accessiblesociety.org/topics/technology/eleccurbcut.htm
    Practical implementation strategy for UDL
    Edyburn (2009) Tic-Tac-Toe Instructional Planninghttp://www.uwm.edu/~edyburn/tictactoe.html
    Universal design for learning
    CAST (Center for Applied Special Technology)http://www.cast.org
    History and principles of UD and UDL
    NCSU-DSO (North Carolina State University, Disability Studies Office)http://www.ncsu.edu/dso/general/universal-design.html