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Universal Design for Learning By: Suzanna Tornberg
UDL in the educational setting has grown out of universal access in the architectural world. In order to provide access to buildings, considerations to structural design were needed to develop ramps and elevators to eliminate barriers to people with disabilities. Foundations of UDL Laureate Education, Inc. (Executive Producer). (2010). Program twelve. Universal Design for Learning [Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author.
Why is UDL Necessary? “UDL is about the decisions we make in the design and development of learning systems, materials, and environments and whether those decisions unnecessarily constrain learners.” http://www.unco.edu/CETL/UDL/
Access to learning for all students is the essential goal for UDL. By finding a more flexible assignment, the methods for reaching the goal, and the performance criteria will provide greater access to an equal education for all. Goal of UDL http://126.96.36.199/udl/index.cfm?i=356
UDI PrinciplesAt the Center for Universal Design at North Carolina State University a group of architects, product designers, engineers, and environmental design researchers established seven principles of universal design to provide guidance in the design of environments and products. Following are the principles of universal design along with an example in academic programs for each. Equitable use. The design is useful and marketable to people with diverse abilities. Example: A professor's website is designed so that it is accessible to everyone, including students who are blind and using speech-to-text software. Flexibility in use. The design accommodates a wide range of individual preferences and abilities. Example: A museum, visited as a field trip for a course, allows each student to choose to read or listen to a description of the contents of display cases. Simple and intuitive. Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level. Example: Control buttons on science equipment are labeled with text and symbols that are simple and intuitive to understand. Principles of the UDL Framework http://www.washington.edu/doit/Faculty/Strategies/Universal/
Perceptible information. The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities. Example: A video presentation projected in a course includes captions. Tolerance for error. The design minimizes hazards and the adverse consequences of accidental or unintended actions. Example: Educational software provides guidance and background information when the student makes an inappropriate response. Low physical effort. The design can be used efficiently and comfortably, and with a minimum of fatigue. Example: Doors to a lecture hall open automatically for people with a wide variety of physical characteristics. Size and space for approach and use. Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user's body size, posture, or mobility. Example: A flexible science lab work area has adequate workspace for students who are left- or right-handed and for those who need to work from a standing or seated position. Principles of the UDL Framework, cont. http://www.washington.edu/doit/Faculty/Strategies/Universal/
The Central Role of Technology in UDL PRINCIPLE 1- Multiple Means of Representation Perception, Language, Comprehension Examples: Colored overlays, diagrams, visual imagery PRINCIPLE 2- Multiple Means of Expression Expressive Skills,Physical Action, Executive Functioning Examples: Word banks, role play, graphic organizers PRINCIPLE 3 – Multiple Means of Engagement Sustaining Effort and Persistence, Self-Regulation, Recruiting Interest Examples: Opportunities for collaboration, Learner diaries, Use alerts/cues for transitions between activities http://www1.pgcps.org/UDL/index.aspx?id=129130
UDL gives access to materials in order for students to grow towards educational goals. Flexible grouping provides benefits of collaborating with others. The environment provides challenging, yet supportive instruction to better reach the educational needs of all learners. Individual choice and creativity is engaging for students to succeed. Potential Impact of UDL on Student Learning
Brain research has identified three networks for processing information. Recognition- processes patterns in learning Strategic- processes actions and plans Affective- processes emotions and evaluates actions Brain Research and Learning Differences Laureate Education, Inc. (Executive Producer). (2010). Program thirteen. Brain Research and Universal Design for Learning [Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author.
Technology plays a central role in UDL instruction in the classroom by allowing teachers and students to illustrate through multiple media. “In formal schooling, there is a marked tendency to present the majority of information in language, specifically in printed text. Many students for whom language is not a particular strength thus face persistent barriers not experienced by others. The experimental studies on the option of illustrating key concepts non-linguistically listed here span a range of media. There is extensive research to support the representation of information through a variety of formats: video, diagram, image, music, animation, and more. The scholarly reviews and opinion pieces provide more classroom-based perspectives on the importance of using a range of media to convey content to students.” Brain Research and Instructional Implications http://www.udlcenter.org/research/researchevidence/checkpoint2_5
Implications ofDifferences forInstruction andLearning UDL provides multiple layers of support for diverse learners. Since no two students are alike in how they learn, understand and organize information, UDL allows teachers multiple representations, and students multiple expressions to address all learning styles. Engagement is another student learning diversity that needs varied in order to target each specific learner. http://teacher.scholastic.com/products/ReadAbout/research/webinars_rose.htm
Science Writer – At my school site we have a focus of improving the 5th grade state science test. The Science Writer would be of great benefit since it focuses on aiding the students in writing a guiding question or thesis style science report. The template is an age appropriate tool that helps make report writing more engaging. Thinking Reader- This program is a multilevel tool that is designed for 5th – 8th grader. The program has a read along tool, vocabulary words built in, some with visuals, reading strategy tips as a pop-up guide and assessments built in. This tool would be very student friendly as well as teacher efficient to help increase reading skills at the school site. Wiggle Works- Designed for pre-K through 3rd grade, this program would be greatly effective at our site for instituting a strong reading base. The program has read, write, create and a word/ phonics activities that is run through a teacher software management system for teacher ease. Three CAST Online Tools http://www.cast.org/learningtools/index.html
http://188.8.131.52/udl/index.cfm?i=356 http://teacher.scholastic.com/products/ReadAbout/research/webinars_rose.htm http://www1.pgcps.org/UDL/index.aspx?id=129130 http://www.cast.org/learningtools/index.html http://www.udlcenter.org/research/researchevidence/checkpoint2_5 http://www.unco.edu/CETL/UDL/ http://www.washington.edu/doit/Faculty/Strategies/Universal/ Laureate Education, Inc. (Executive Producer). (2010). Program thirteen. Brain Research and Universal Design for Learning [Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2010). Program twelve. Universal Design for Learning [Webcast]. Reaching and Engaging All Learners Through Technology. Baltimore, MD: Author. Resources