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AT11-WEB07 -- ATIA Webinar …

AT11-WEB07 -- ATIA Webinar

Setting the Stage for Universal Design for Learning (UDL): Casting Call for Innovative Educators

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  • Legislation which mentions UDL: Maryland passes UDL bill (HB 59/SB 467) – establishes a task force of stakeholders for recommendation for implementation of UDL principles in MD. Race to the Top Education Funding 2009 – includes UDL as an approach to develop comprehensive assessment systems for all students. Higher Education Act of 2008 – ID the definition of UDL for a) provide flexibility for representation of material, student responses and engagement, b) reduces barriers in instruction, provides accommodations, supports and expects achievement for all students. IDEA Improvement Act 2004 – definition of Universal Design
  • Principle I: Provide Multiple Means of Representation (the “what” of learning). Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.
  • Principle II: Provide Multiple Means of Action and Expression (the “how” of learning). Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another are in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.
  • Principle III: Provide Multiple Means of Engagement (the “why” of learning). Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors presented in these guidelines. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.
  • That’s the way we always done it!
  • Transcript

    • 1. AT11-WEB07 Setting the Stage for Universal Design for Learning (UDL): Casting Call for Innovative Educators Kirk D. Behnke, M.Ed., ATP [email_address]
    • 2. A little about me…
      • Kirk Behnke
        • Master’s in Education – Special Ed and Tech @ Temple University, Philadelphia, PA
        • UCP of NJ – Rehab Technologist/Computer
        • Temple University – PIAT – Tech Act
        • California State University, Northridge (CSUN) – Coord., Training, Grants and Contracts – ATACP
        • Region 4 ESC – Senior Ed. Specialist, Lead for Texas AT Network
    • 3.  
    • 4. Share BIG Ideas
    • 5.  
    • 6. doing the same things over and over and expecting different results. - Albert Einstein The definition of insanity…..
    • 7. Why UDL?
    • 8. A little about you…
      • Poll – where do you work?
    • 9. Good instruction is essential
      • Good teachers are giving good instruction
      • Good teachers are building in flexibility
      • Good teachers are trying new ways
      • Good teachers are listening
      • Good teachers are giving up control
      • Many good teachers are already using UDL, but they don’t know it.
    • 10. Do you see learners like this?
    • 11.  
    • 12.  
    • 13. Or do you see learners like this?
    • 14.  
    • 15.  
    • 16. It’s a different world for our students
    • 17. UDL Bring in the 21 st century digital native to teach the digital immigrant
    • 18. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
    • 19. Guiding Principles
    • 20.
      Multiple Methods of …
    • 21. Representation – “what of learning”
    • 22. Expression – “how of learning”
    • 23. Engagement – “why of learning”
    • 24. How do you learn best?
      • Poll – how do you learn best?
    • 25. Based upon Brain Research
    • 26.
      • How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
      Three Brain Networks: Recognition
    • 27.
      • Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
      Three Brain Networks: Strategic
    • 28.
      • How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
      Three Brain Networks: Affective
    • 29. Adapting the Curriculum – accommodating all students Reaches all Learners
    • 30.
    • 31. It’s all about Transforming Education through UDL
    • 32. Student First
    • 33. Independence!
    • 34. NOT dependence
    • 35. Joyful Learning
    • 36. One Size does not fit all
    • 37. Toolbelt Theory
    • 38. TTWWADI Doesn’t cut it anymore
    • 39. Model life-long learning
    • 40. Sound educational rationale For EVERY thing we do
    • 41. Role of Remediation ? Role of Compensation ?
    • 42. Innovate Not TTWWADI /innovation%282%29.jpg
    • 43. Sound educational rationale For EVERY thing we do
    • 44. Challenge Assumptions /innovation%282%29.jpg
    • 45. Become an Architect for Change
    • 46. Paralyzed? Learned helplessness? For teachers AND students
    • 47. Get on the journey to acquire tools and strategies
    • 48. UDL Tech Toolkit
    • 49.  
    • 50. There’s a tool for that
    • 51.  
    • 52. There’s a tool for that
    • 53.
    • 54. There’s a tool for that
    • 55.  
    • 56.  
    • 57. There’s a tool for that
    • 58.  
    • 59. Where is the disability?
    • 60.  
    • 61. There’s a tool for that
    • 62. Richard Wanderman
    • 63.  
    • 64. There’s a tool for that
    • 65.  
    • 66. There’s a tool for that
    • 67.  
    • 68. There’s a tool for that
    • 69.  
    • 70.  
    • 71.
      • Powerless  Empowered benefits_of_studying_by_savethemuzika1.jpg
    • 72. There’s a tool for that
    • 73.  
    • 74. There’s a tool for that
    • 75.  
    • 76. There’s a tool for that
    • 77. IDEAS
    • 78.
    • 79. http:// /
    • 80. Become an Architect for Change
    • 81. ? ? ? ? ? ? ? ? ? ?
    • 82. Thank you! [email_address]
    • 83. Photo Credits
      • Engagement -
      • Expression -
      • Presentation
      • Magician’s hat -
      • Arms reaching -
      • Arms outstretched -
      • Distorted clock
      • (sleeping) (engaged) (broken pencil)
      • Tool - /
      • brick
      • Lightbulb -
        • Content Credit
        • Karen Janowski