Shenisa Renee Allen
Walden University
Dr. Sherry Lambertson
November 28, 2010 1
Objectives
History of Universal Design
Principles and examples
Universal Design for Learning (UDL)
What is CAST?
CAST...
History of Universal Design
1950’s barrier free movement
1961 the American Standards Association (The
American National ...
History of Universal Design
The Rehabilitation Act of 1973
Section 504 - reauthorization
Section 508
Technology Related ...
Definition
Universal design - The design of products and
environments to be usable by all people, to the
greatest extent p...
PRINCIPLE ONE
Equitable Use
The design is useful and marketable to people with
diverse abilities.
6
PRINCIPLE TWO
Flexibility in Use
The design accommodates a wide range of individual
preferences and abilities.
7
PRINCIPLE THREE
Simple and Intuitive Use
Use of the design is easy to understand,
regardless of the user's experience, kno...
PRINCIPLE FOUR
Perceptible Information
The design communicates necessary
information effectively to the user,
regardless o...
PRINCIPLE FIVE
Tolerance for Error
The design minimizes hazards and the adverse
consequences of accidental or unintended a...
PRINCIPLE SIX
Low Physical Effort
The design can be used efficiently and comfortably
and with a minimum of fatigue.
11
PRINCIPLE SEVEN
Size and Space for Approach
and Use
Appropriate size and space is provided for approach,
reach, manipulati...
Universal Design for Learning
Design of flexible
instructional materials
and activities that allow
the learning goals to b...
Universal Design for Learning
14
Universal Design for Learning
Multiple means of:
Representation
Expression
Engagement
15
Universal Design for Learning
Multiple methods and
assessments
16
Digital Text
Can be
Enlarged
Spoken
Colored
Highlighted
Embossed to Braille
Supplemented with supports
17
Digital Books
Libraries, Magazines, Newspapers
18
Research
Brain Research
Three brain networks
1. Recognition
Identifying and categorizing
2. Strategic
Planning and perform...
What is CAST?
 CAST is a nonprofit research and development
organization that works to expand learning
opportunities for ...
CAST online tools and
resources Create a graph at http://nces.ed.gov/nceskids/createagraph/, is a great way
help meet the...
References
Create a graph. Retrieved from
http://nces.ed.gov/nceskids/createagraph/
Colorado State University. The History...
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App4 allens winter2010[1]

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App4 allens winter2010[1]

  1. 1. Shenisa Renee Allen Walden University Dr. Sherry Lambertson November 28, 2010 1
  2. 2. Objectives History of Universal Design Principles and examples Universal Design for Learning (UDL) What is CAST? CAST online tools and resources 2
  3. 3. History of Universal Design 1950’s barrier free movement 1961 the American Standards Association (The American National Standards Institute, ANSI) “Disability Rights” Movement of the 1960’s Architectural Barriers Act of 1968. Retrieved from: http://accessproject.colostate.edu/udl/documents/philosophy.cfm 3
  4. 4. History of Universal Design The Rehabilitation Act of 1973 Section 504 - reauthorization Section 508 Technology Related Assistance for Individuals with Disabilities Act of 1988, Amended 1998 (Tech Act) Individuals with Disabilities Education Act, or IDEA 1997 Americans with Disabilities Act, 1990 Retrieved from: http://accessproject.colostate.edu/udl/documents/philosophy.cfm 4
  5. 5. Definition Universal design - The design of products and environments to be usable by all people, to the greatest extent possible, without adaptation or specialized design. 5
  6. 6. PRINCIPLE ONE Equitable Use The design is useful and marketable to people with diverse abilities. 6
  7. 7. PRINCIPLE TWO Flexibility in Use The design accommodates a wide range of individual preferences and abilities. 7
  8. 8. PRINCIPLE THREE Simple and Intuitive Use Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. 8
  9. 9. PRINCIPLE FOUR Perceptible Information The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. 9
  10. 10. PRINCIPLE FIVE Tolerance for Error The design minimizes hazards and the adverse consequences of accidental or unintended actions. 10
  11. 11. PRINCIPLE SIX Low Physical Effort The design can be used efficiently and comfortably and with a minimum of fatigue. 11
  12. 12. PRINCIPLE SEVEN Size and Space for Approach and Use Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility. 12
  13. 13. Universal Design for Learning Design of flexible instructional materials and activities that allow the learning goals to be achievable by those with differences in their abilities and learning styles. 13
  14. 14. Universal Design for Learning 14
  15. 15. Universal Design for Learning Multiple means of: Representation Expression Engagement 15
  16. 16. Universal Design for Learning Multiple methods and assessments 16
  17. 17. Digital Text Can be Enlarged Spoken Colored Highlighted Embossed to Braille Supplemented with supports 17
  18. 18. Digital Books Libraries, Magazines, Newspapers 18
  19. 19. Research Brain Research Three brain networks 1. Recognition Identifying and categorizing 2. Strategic Planning and performing 3. Affective Engagement and motivation “The central role of technology in UDL is to provide access to learning environments, materials and experiences” (www.slideshare.net/char180/udl-vaughn-c) 19
  20. 20. What is CAST?  CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning (UDL). Founded in 1984, CAST has earned international recognition for its innovative contributions to educational products, classroom practices, and policies. 20
  21. 21. CAST online tools and resources Create a graph at http://nces.ed.gov/nceskids/createagraph/, is a great way help meet the diverse learning needs of my students. Sometimes complicated information is difficult to understand and needs an illustration. Graphs or charts can help impress people by getting your point across quickly and visually.  Web Worksheet Wizard and Project Poster have combined to make Web Poster Wizard at http://poster.4teachers.org/ . This FREE tool allows educators to create a lesson, worksheet, or class page and immediately publish it online. Teachers can also set up classes and assign projects to students. Students complete the assignments by creating their own online projects or reports. Teachers and students can even add images and links to their pages.  The Problem-based learning checklist at http://pblchecklist.4teachers.org/index.shtml , is an age-appropriate, customizable project checklist for written reports, multimedia projects, oral presentations, and science projects. The use of these checklists keeps students on track and allows them to take responsibility for their own learning through peer- and self-evaluation. 21
  22. 22. References Create a graph. Retrieved from http://nces.ed.gov/nceskids/createagraph/ Colorado State University. The History and Philosophy of UDL. Retrieved from http://accessproject.colostate.edu/udl/documents/philosophy.cfm Web poster wizard. Retrieved from http://poster.4teachers.org/ Problem-based learning checklist. Retrieved from http://pblchecklist.4teachers.org/index.shtml Vaughn, C. Central Role of Technology in UDL. Retrieved from http://slideshare.net/char180/udl-vaughn-c 22
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