Universal Design for Learning Center for Mathematics, Science and Computer Education, Rutgers University

Origins of Universal Design

Universal Design Origin and Definitions Drawbacks of Retrofitting Each retrofit solves only one local problem Retrofitting can be costly Many retrofits are UGLY!

Drawbacks of Retrofitting

Each retrofit solves only one local problem

Retrofitting can be costly

Many retrofits are UGLY!

Universal Design Origin and Definitions “ Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace

“ Consider the needs of the broadest possible range of users from the beginning”

Architect, Ron Mace

Universal Design Not one size fits all Designed from the beginning Increases access opportunities for EVERYONE

Not one size fits all

Designed from the beginning

Increases access opportunities for EVERYONE

Origins of Universal Design for Learning (UDL) CAST believes that “ barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” Teaching Every Student in the Digital Age , p. vi

Origins of Universal Design for Learning (UDL) Definition: UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

Definition:

UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

Breaking the Barriers

Collect and Collaborate

Assessment

Media constraints Consider the type of skill or knowledge being measured and the medium in which it is being assessed

Consider the type of skill or knowledge being measured and the medium in which it is being assessed

Lack of integration with curriculum Most traditional assessments are detached from instruction and practice We need to examine the interaction between student and curriculum over time

Most traditional assessments are detached from instruction and practice

We need to examine the interaction between student and curriculum over time

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