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Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
Udl vaughn c
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Udl vaughn c

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  • 1. Universal Design for Learning Meeting the Needs of Learners Charlotte Vaughn Walden University EDUC 7109
  • 2. What is UDL? <ul><li>CAST defines Universal Design for Learning is a set of principles for curriculum development that gives all individuals equal opportunity to learn. </li></ul><ul><li>http://www.cast.org/research/udl/index.html </li></ul>
  • 3. Inspiration for UDL <ul><li>The inspiration for UDL was motivated by IDEA mandating that all students be taught and make progress within the general education curriculum. Overall, UDL was inspired by the need to address the needs of a diverse group of learners who may have disabilities that limit their ability to learn, such as English language barriers, behavioral and emotional problems, lack of interest in education and sensory, physical or learning disabilities. </li></ul>
  • 4. Examples in Physical Environment to Lay the Foundation for Universal Design Closed Caption Ramps Escalators, elevators and ramps in a mall
  • 5. Three Neural Networks of UDL <ul><li>Recognition - (back of the brain) Sensory- processes patterns </li></ul><ul><li>Strategic - (front half) Processes actions and plans </li></ul><ul><li>Affective - (Inner core of the brain) Emotions, process emotions and evaluate patterns </li></ul>
  • 6. Recognition Network of Learning <ul><li>(The “what” of learning)Multiple means of representation, to give diverse learners options for acquiring information and knowledge. </li></ul><ul><li>Gather facts and recognize familiarity </li></ul><ul><li>Example- This is what a house looks like. </li></ul><ul><li>This is what a fire truck sounds like. </li></ul><ul><li>Educators should present information in multimodal approach to allow auditory, visual, and kinesthetic learner access to the materials. </li></ul>
  • 7. Strategic Network of Learning <ul><li>(The “how” of learning)Multiple means of action and expression, to provide learners with options to demonstrate what they know. </li></ul><ul><li>Consists of organizing and planning muscle movement </li></ul><ul><li>Example – How to brush your teeth </li></ul><ul><li>Organizes information </li></ul><ul><li>Educators can utilize traditional paper pencil method, have students produce multimedia projects and acting out to express their understanding of content. </li></ul>
  • 8. Affective Network of Learning <ul><li>(The ”why” of learning) Multiple means of engagement, to tap into learners interest, offer appropriate challenges and increase motivations. </li></ul><ul><li>Emotions, feelings, interest and excitement </li></ul><ul><li>Evaluates what is important and the brain will actively engage the learner if important </li></ul><ul><li>Individual learners needs differ, such as some need structure and traditional methods. Some may need movement and novelty, while others may need links outside the classroom, authentic learning experiences, these are all factors that should be considered when planning instruction. </li></ul>
  • 9. Central Role of Technology in UDL <ul><li>Provide access to learning environments, materials and experiences. Digital tools offer flexibility to display content differently and marking content. </li></ul><ul><li>Assistive Technology </li></ul><ul><li>UDL </li></ul><ul><li>Tools to Assist Learners </li></ul><ul><li>Barrier Free Learning Environment </li></ul>
  • 10. Technology Examples Calculator Hands Free Devices Translation Software
  • 11. Potential Impact of UDL on Student Learning in the Workplace <ul><li>Provide alternatives so that every student can learn </li></ul><ul><li>Builds flexibility into the curricular materials so that all students can be successful when learning </li></ul><ul><li>The flexibility of technologies will support the needs of a diverse group of learners </li></ul><ul><li>Increase technological awareness </li></ul>
  • 12. Brain Research on Learning Differences <ul><li>Based on findings of how the brain processes information, it has a way of distributing the processes to different places based on the task and based on if the learner level is beginner or an expert. </li></ul><ul><li>Therefore, it is essential that curriculum, instruction and assessment is differentiated to activates all three learning networks. </li></ul>
  • 13. How does UDL support cultural, ethnic, linguistic, and academic diversity? (Implications of Differences for Instruction and Learning) <ul><li>UDL supports all types of diversity including academic, cultural and ethnic to help promote success, so students with varied cultural, socioeconomic, and educational backgrounds will see and be successful in the classroom. </li></ul><ul><li>UDL also reduces the learners barriers in the classroom, engages all types of learners, while still challenging students. </li></ul><ul><li>UDL provides diversity and flexibility especially when incorporating technology which implements tools that are as flexible and diverse as the students. </li></ul><ul><li>Students will recognize their preferred method of learning and retaining information. </li></ul>
  • 14. 3 CAST Online Tools and Resources <ul><li>Lesson Builder-( http://lessonbuilder.cast.org/ ) Provides educators with tools and models to create and adapt lessons to increase access and participation for all types of learners in a general education curriculum. This tool can be used in the workplace to enable teachers to generate lessons and instruction to reach a diverse group of learners, while incorporating technologies and providing students with flexibility with materials and assessments. </li></ul>
  • 15. 3 CAST Online Tools and Resources <ul><li>Curriculum Barrier Finder- ( http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm ) This tool helps teachers find hidden barriers in the curriculum and educational setting. This tool can be used in the workplace to ensure that teachers are using the best possible methods and materials for student success after analyzing the curriculum. </li></ul>
  • 16. 3 CAST Online Tools and Resources <ul><li>UDL Class Profile Maker- ( http://www.cast.org/teachingeverystudent/tools/classprofile.cfm ) </li></ul><ul><li>The class profile maker helps educators locate their students strengths, needs and interest. </li></ul><ul><li>This tool can be used in the workplace to help teachers apply the UDL framework and use the template to determine the learning profile of their students so that they can better meet the needs of each individual student. </li></ul>
  • 17. Sources <ul><li>Bray, M., Brown, A. &amp; Green, T. (2004). Technology and the diverse learner : a guide to classroom practice. Corwin Press </li></ul><ul><li>Center for Applied Special Technologies ,CAST found at http://www.cast.org/ </li></ul><ul><li>McLaughlin, M &amp; Rose, D. (n.d.). Universal design for learning. Retrieved September 24, 2010, from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4433416&amp;Survey=1&amp;47=5863163&amp;ClientNodeID=984645&amp;coursenav=1&amp;bhcp=1   </li></ul><ul><li>Rose, D. (n.d.). Brain research and universal design for learning. Retrieved September 24, 2010, from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4433416&amp;Survey=1&amp;47=5863163&amp;ClientNodeID=984645&amp;coursenav=1&amp;bhcp=1   </li></ul>

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