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Universal Design for Learning: A framework for access and equity


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This presentation was given at the 2010 Leadership for Equity and Excellence Forum - Reinvesting in Equity: Building Bridges and Tearing Down Walls in Phoenix, AZ

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Universal Design for Learning: A framework for access and equity

  1. 1. Universal Design for Learning: A framework for access and equity presented by Jenna Gravel, CAST Dr. Patti Ralabate, NEA Dr. Lisa Thomas, AFT
  2. 2. Session agenda <ul><li>Defining and understanding </li></ul><ul><ul><li>Universal design </li></ul></ul><ul><ul><li>Universal design for learning (UDL) </li></ul></ul><ul><li>UDL as a vehicle for equity & access </li></ul><ul><ul><li>Principles & examples </li></ul></ul><ul><li>Resources </li></ul><ul><li>Q/A </li></ul>
  3. 3. <ul><ul><li>“ Consider the needs of the broadest possible range of users from the beginning” </li></ul></ul><ul><li>- Ron Mace, Architect - </li></ul>
  4. 4. What does access to learning mean?
  5. 5. Early implementation <ul><li>Retrofitting </li></ul><ul><ul><li>Solves only one problem </li></ul></ul><ul><ul><li>Can be costly </li></ul></ul><ul><ul><li>Many are UGLY! </li></ul></ul>
  6. 6. Universal design (UD) principles <ul><li>Not one size fits all </li></ul><ul><li>Design from beginning; not add on later </li></ul><ul><li>Increase access opportunities for everyone </li></ul>
  7. 7. UD examples <ul><li>Ramps </li></ul><ul><li>Curb cuts </li></ul><ul><li>Electric doors </li></ul><ul><li>Captions on television </li></ul><ul><li>Easy-grip tools </li></ul>
  8. 8. UD solutions
  9. 9. Who benefits?
  10. 10. Who benefits?
  11. 11. Universal design for learning (UDL) <ul><li>More ways to access… </li></ul><ul><li>More ways to participate… </li></ul><ul><li>More ways to demonstrate learning… </li></ul><ul><li>Resulting in more equitable access to… </li></ul><ul><li>the general education curriculum for ALL learners </li></ul>
  12. 12. Why UDL? <ul><li>Current instructional practices are not appropriate for all learners </li></ul><ul><li>Existence of academic achievement gaps </li></ul><ul><li>Benefits of accessibility vs. retrofitting </li></ul>
  13. 13. Goals of UDL <ul><li>Improving access, participation & achievement </li></ul><ul><li>Eliminating or reducing physical & academic barriers </li></ul><ul><li>Valuing diversity through proactive design </li></ul>
  14. 14. Access & Equity is Built-in <ul><ul><li>Designed from the outset to meet the needs of all students </li></ul></ul>
  15. 15. Principles of UDL <ul><li>Multiple </li></ul><ul><ul><li>means of representation </li></ul></ul><ul><ul><li>means of action and expression </li></ul></ul><ul><ul><li>means of engagement </li></ul></ul><ul><li>- CAST - </li></ul>
  16. 17. UDL principles in action
  17. 18. Multiple Means of Representation <ul><li>Examples </li></ul><ul><ul><li>Read aloud </li></ul></ul><ul><ul><li>Highlight phrases </li></ul></ul><ul><ul><li>Listen to audiotape </li></ul></ul><ul><ul><li>Text-to-speech </li></ul></ul><ul><ul><li>Built-in talking glossary </li></ul></ul><ul><ul><li>Built-in language translation </li></ul></ul>
  18. 19. CAST’s UDL Editions
  19. 20. <ul><li>Alternatives for visual info: Text-to-speech </li></ul><ul><li>Decoding/cross-linguistic understanding: Text-to-speech, translation </li></ul><ul><li>Define vocab and symbols: Multimedia glossary, figurative language </li></ul><ul><li>Activate background knowledge : Links to background knowledge </li></ul>
  20. 21. CAST’s UDL Editions
  21. 22. TTS and Translation TextHelp Toolbar
  22. 23. Multimedia Glossary Vocab support
  23. 24. Figurative Language Literary devices
  24. 25. Background Knowledge Activate and supply
  25. 26. Multiple Means of Action and Expression <ul><ul><li>Written response </li></ul></ul><ul><ul><li>Verbal response </li></ul></ul><ul><ul><li>Visual art project </li></ul></ul><ul><ul><li>Dramatic response </li></ul></ul><ul><ul><li>iMovie (Macintosh) </li></ul></ul><ul><ul><li>Multimedia: Power Point, Hyperstudio </li></ul></ul>
  26. 27. What does it look like? Multiple Means of Action and Expression
  27. 28. What does it look like? <ul><li>Options that allow for different physical responses </li></ul><ul><li>pointing </li></ul><ul><li>mouse/joystick </li></ul><ul><li>manipulatives </li></ul><ul><li>range of rate, timing </li></ul><ul><li>range of motor actions </li></ul>
  28. 29. What does it look like? <ul><li>Options that offer tools for composition and problem-solving </li></ul><ul><li>Spellcheckers, grammar checks, word prediction software </li></ul><ul><li>Speech to text, audio recording </li></ul><ul><li>Sentence starters, sentence strips </li></ul><ul><li>Story webs, outlining tools, concept maps </li></ul><ul><li>Computer-Aided-Design (CAD) </li></ul>
  29. 30. What does it look like? <ul><li>Options that offer tools for planning and strategy development </li></ul><ul><li>Embedded prompts </li></ul><ul><li>Checklists and project planning templates </li></ul><ul><li>Schedules of steps </li></ul><ul><li>Embedded coaches or mentors </li></ul><ul><li>Guides for breaking long-term goals into reachable short-term objectives </li></ul>
  30. 31. Multiple Means of Engagement <ul><ul><li>Keep ongoing personal journal </li></ul></ul><ul><ul><li>Use archived resources </li></ul></ul><ul><ul><li>Flexibility in use of tools to access information </li></ul></ul><ul><ul><li>Choice in means of expression </li></ul></ul><ul><ul><li>Flexible grouping strategies </li></ul></ul>
  31. 32. Managing Student Behavior – Multiple Means of Engagement <ul><li>Activity – creating classroom or school-wide </li></ul><ul><li>rules </li></ul><ul><li>Be kind </li></ul><ul><li>Be safe </li></ul><ul><li>Be cooperative </li></ul><ul><li>Be respectful </li></ul>
  32. 33. Options that enhance value : personal journal Options that enhance salience of goals : use archived resources Options that foster communication: school-wide PBIS Program Options that guide expectations: self-regulatory goals Options that develop reflection: collecting and displaying data
  33. 34. Options That Enhance Value <ul><li>Personal journal </li></ul><ul><li>Record how negative behavior is addressed in various cultures </li></ul><ul><li>Model what “Be respectful” looks like across multiple settings </li></ul><ul><li>Connect relevancy to school and cultural norms </li></ul>
  34. 35. Options That Enhance Salience of Goals <ul><li>Use archived resources </li></ul><ul><li>Review previous class or school data </li></ul><ul><li>Identify class or school goals for appropriate behavior </li></ul><ul><li>Set target goals – individual, class, and/or school </li></ul>
  35. 36. Options That Foster Communication <ul><li>Schoolwide Behavior Support Programs </li></ul><ul><li>Peer tutoring and monitoring </li></ul><ul><li>Differentiated goals and supports </li></ul><ul><li>Prompts that guide students </li></ul>
  36. 37. Options That Guide Expectations <ul><li>Self-regulatory goals </li></ul><ul><li>Create prompts that focus on goals </li></ul><ul><li>Provide opportunities for reflection </li></ul><ul><li>Model desired behavior </li></ul><ul><li>Create plan for maintaining goals </li></ul>
  37. 38. Options That Develop Reflection <ul><li>Collecting and displaying data </li></ul><ul><li>Assist students in collecting data </li></ul><ul><li>Determine ways in which data will be displayed </li></ul><ul><li>Compare to archived data </li></ul><ul><li>Show explicit connection – individual, classroom, school, community </li></ul>
  38. 39. Managing Student Behavior <ul><li>“ Creating classroom norms, expectation, and </li></ul><ul><li>rules are a golden opportunity to establish and </li></ul><ul><li>sustain student engagement, use it.” </li></ul><ul><li>Dr. Mary Magee Quinn, Researcher </li></ul>
  39. 40. Resources <ul><li>Center for Applied Special Technology </li></ul><ul><ul><li> </li></ul></ul><ul><li>National Task Force on UDL </li></ul><ul><li> </li></ul><ul><li>IDEA Partnership Community of Practice - UDL </li></ul><ul><li>NEA Research Spotlight on UDL </li></ul><ul><li> </li></ul>
  40. 41. Online Resources National Center on UDL Center for Implementing Technology in Education National Symposium on UDL and Inclusive Practices Teaching Every Student in the Digital Age
  41. 42. <ul><li>Universal Design for Learning (UDL): Making learning accessible and engaging for all students. (NEA, 2008) </li></ul><ul><li>A Practical Reader in Universal Design for Learning Edited by David H. Rose and Anne Meyer (Harvard Education Press, 2006) </li></ul><ul><li>NEW!! A Policy Reader in Universal Design for Learning Edited by David T. Gordon, Jenna W. Gravel, and Laura A. Schifter (Harvard Education Press, 2009) </li></ul><ul><li>The Universally Designed Classroom: Accessible Curriculum and Digital Technologies Edited by David H. Rose, Anne Meyer, and Chuck Hitchcock (Harvard Education Press, 2005) </li></ul><ul><li>Teaching Every Student in the Digital Age: Universal Design for Learning David H. Rose and Anne Meyer (ASCD, 2002) </li></ul>Print Resources
  42. 43. Comments … Questions ??? Ahas !!! Takeaways???