Universal Design For Learning<br />An Overview<br />
researched based<br />provides guidelines to design curriculum that is accessible to all <br />accomplishes universal acce...
Concept originated in the architecture field, needed to design products and environments that were accessible to all<br />...
Although brain is one big network it delegates processing to different areas, or subnetworks.<br />Brain Research<br />   ...
Pattern recognition area<br />Uses sensory information and analyzes<br />Causes us to be able to identify certain sounds, ...
Creates actions and plans for action<br />Sends messages to muscles<br />Causes us to be dance, play sports, plan routes, ...
Controls emotions, evaluates patterns<br />Identify the focus, what is important, what action should be taken<br />What ma...
Research tells us there is no “regular” student, that they all fall on a continuum of learning with widely differing ways ...
Three Principles of UDL<br /><ul><li> “What” of learning: collecting information from our senses
 Letter identification, sight word recognition
Addresses Recognition Network
 “How” of learning: sharing of thoughts & ideas; showing what we learned
 Writing prompts, explaining how to solve word problems
 Addresses the Strategic Network
 “Why” of learning: motivation & involvement in the classroom.
 Cooperative groups, goal setting
 Addresses the Affective network</li></li></ul><li>Guidelines for the 3 Principles<br />From http://www.udlcenter.org<br />
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UDL Presentation - Walden

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UDL Presentation - Walden

  1. 1. Universal Design For Learning<br />An Overview<br />
  2. 2. researched based<br />provides guidelines to design curriculum that is accessible to all <br />accomplishes universal accessibility by “simultaneously providing rich supports for learning and reducing barriers to the curriculum, while maintaining high achievement standards for all students” (http://www.cast.org)<br />What is UDL?<br />
  3. 3. Concept originated in the architecture field, needed to design products and environments that were accessible to all<br />Curb cuts, sidewalk ramps<br />Low floor buses and lifts<br />Color contrast and steep side dishware<br />Expanded to reach students that have “roadblocks” hindering their processing and learning.<br />Common “roadblocks” include:<br />Disabilities: physical, learning, emotional, etc.<br />Language discrepancies<br />Low levels of motivation and engagement<br />Inspiration<br />
  4. 4. Although brain is one big network it delegates processing to different areas, or subnetworks.<br />Brain Research<br /> Recognition Network Strategic Network Affective Network<br />
  5. 5. Pattern recognition area<br />Uses sensory information and analyzes<br />Causes us to be able to identify certain sounds, smells, sights, etc.<br />The Recognition Network<br />
  6. 6. Creates actions and plans for action<br />Sends messages to muscles<br />Causes us to be dance, play sports, plan routes, etc. <br />The Strategic Network<br />
  7. 7. Controls emotions, evaluates patterns<br />Identify the focus, what is important, what action should be taken<br />What makes us fearful, excited, etc?<br />The Affective Network<br />
  8. 8. Research tells us there is no “regular” student, that they all fall on a continuum of learning with widely differing ways to recognize, organize and engage with information<br />These differences will determine individual strengths and weaknesses<br />UDLs three principles or flexibilities parallel the three brain networks.<br />UDL and Brain Research<br />
  9. 9. Three Principles of UDL<br /><ul><li> “What” of learning: collecting information from our senses
  10. 10. Letter identification, sight word recognition
  11. 11. Addresses Recognition Network
  12. 12. “How” of learning: sharing of thoughts & ideas; showing what we learned
  13. 13. Writing prompts, explaining how to solve word problems
  14. 14. Addresses the Strategic Network
  15. 15. “Why” of learning: motivation & involvement in the classroom.
  16. 16. Cooperative groups, goal setting
  17. 17. Addresses the Affective network</li></li></ul><li>Guidelines for the 3 Principles<br />From http://www.udlcenter.org<br />
  18. 18. Guidelines in the Action<br />
  19. 19. Critical for successful implementation of UDL<br />Two approaches to using technology<br />Assistive technology such as adapted tools, communication and visual aids.<br />Supportive technology such as webpages, word processing and electronic textbooks<br />Can “reduce barriers without adding complexity to teaching process” (Bashan & Gardner, 2010).<br />Role of Technology<br />
  20. 20. UDL and Assistive technology are not one in the same<br />UDL aims to reduce barriers for all, while assistive technology focuses on individuals<br />Role of Technology continued<br />Reduce Barriers<br />
  21. 21. Technology Resources by Guideline<br />
  22. 22. Book BuilderOne of my favorite tools that CAST highlisghts on their website. This would engage many students and allow each member of a group to participate whether it be with writing the words, illustrating the pictures or creating the audio. I would use this is my science and social studies classes having the students create picture books on the content being studied.<br />WiggleWorksThis would be a helpful tool in my classroom. We can not be working with every student all of the time and many of my learning disabled children struggle during independent work time. Learning centers tend to cause them to either be frustrated if the work is challenging or disruptive if it is on their level and they finish. The WiggleWorks software would encourage independence while providing scaffolding support for when a teacher can not be with them.<br />Science WriterMany of my learning disabled students struggle with developing projects from scratch. This tool would provide the structure and guidance for students to create a successful science report while not becoming overwhelmed. I also enjoy the option for students to have their writing read back to them as editing work is also a difficult skill for them to master.<br />More CAST tools<br />
  23. 23. Higher Student Academic Achievement and Performance Scores<br />Higher Levels of Motivation and Engagement<br />Higher Self-Esteem in Students<br />Lower Occurrences of Off Task and Problem Behaviors<br />Expands opportunities for all students, not just the classified ones<br />Potential Student Impact<br />
  24. 24. Bashan, J. D., Gardner J.E. (2010) Measuring universal design for learning. Special Education Technology Practice, 12(2), 15-19.<br />Edyburn, D. L. (2005). Universal design for learning. Special Education Technology Practice, 7(2), 16-22.<br />Laureate Education, Inc. (Producer). (2009). Brain Research and Universal Design for Learning [DVD]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author.<br />http://www.cast.org<br />http://www.udlcenter.org<br />Resources<br />

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