Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Universal Design for Learning at Inclusive Education Institute

138 views

Published on

A May 2015 post-Pac Rim Institute, Inclusive Education Institute, based on CRPD Article #24, presentation focused on Universal Design for Learning (UDL), Honolulu, HI.

  • Be the first to comment

  • Be the first to like this

Universal Design for Learning at Inclusive Education Institute

  1. 1. Steven E. Brown, Professor (retired); Affiliate Faculty sebrown@hawaii.edu Center on Disability Studies, University of Hawaii AUCD Diversity and Inclusion Fellow Pacific Rim Conference Week Post-Conference Inclusive Education Institute May 20, 2015 Universal Design for Learning
  2. 2. Universal Design for Learning (UDL) Learning Objectives 1. Learn the nuts and bolts of the Universal Design for Learning (UDL); 1. How to apply UDL principles and guidelines to curriculum and instruction; and 1. How UDL can be translated into practice through flexible methods, materials and assessments.
  3. 3. Universal Design is the design of products and environments to be usable by everyone, to the greatest extent possible, without the need for adaptation or specialized design. Setting the Stage: Universal Design Ron Mace, who developed the concept and term Universal Design. http://www.ist.hawaii.edu/modules/udl/
  4. 4. UDL Moving from Universal Design to Universal Design for Learning “[Universal Design for Learning] UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.” (National Center on Universal Design for Learning, http://www.udlcenter.org/aboutudl/whatisud)l
  5. 5. • Designs and implements curricula that enables all individuals to gain knowledge. UDL Framework • UDL supports learning and reduces barriers to the curriculum. UDL Supports • Proactively meets the needs of diverse learners. UDL Best Practices Why Universal Design for Learning?
  6. 6. Hearing loss Mobility loss Mobility Learning Disability (LD) Traumatic Brain Injury (TBI) Autism ADD/ADHD Psychiatric Disability Chronic Illness Vision loss Sensory Hidden Disabilities Diverse Learners Blind man walking with the aid of a white cane A sign that indicates a hearing loss Disability Logo
  7. 7. To provide multiple ways for students to express what they know and what they have learned. Expression To provide multiple ways of representing materials for diverse learning needs. Representation To provide multiple ways to engage students’ interests, maintaining motivation, and challenging environments. Engagement Three Principles of UDL
  8. 8. Faculty Benefit by: • Ability to reach a diverse population without needing to modify course requirements/expectations. • Tools to consider how and what to teach in a systematic and structured manner. • Opportunity to examine teaching effectiveness in light of reappointment, tenure and promotion process. A professor teaching a student using a wheelchair Benefits to Students and Faculty • . Students Benefit By: • Greater access to course content. • Greater opportunities for achievement. • Greater satisfaction with the learning process. A group of students holding each other
  9. 9. Lecture A man standing in front of a classroom. Video A woman running towards a monitor. Audio A black IPod. Digital Materials A Kindle, a digital book. Group A group of women having a discussion. Examples of Multiple Means of Representation Information and content is presented in a variety of ways
  10. 10. Written Presentation: For those who want a more traditional learning experience. Link to a Recording: A student can record themselves using video or audio only along with a presentation. Oral Presentation: Can be done face-to-face or at a distance in a synchronous format. Ex. Using Elluminate, Wimba, or other educational software. PowerPoint Project: Presentations can be done face-to-face or at a distance either synchronously or asynchronously. VoiceThread: Collaboration with video recordings http://voicethread.com/ YouTube Video: A student can create a video, upload it to YouTube, caption it, then provide the link or post it. YouTube Video VoiceThread Book Builder PPT Project Oral Presentation Link to a Recording Written PresentationA head with arrows depicting many choices for assignment delivery. Examples of Multiple Means of Expressions Information from students may be shared in a variety of ways Book Builder: Create, share, publish, and read digital books http://bookbuilder.cast.org/ ToonDoo ToonDoo: Create Comic Strips http://www.toondo o.com/
  11. 11. A woman typing on a laptop. Lab Demonstrations A professor demonstrating an experiment. Examples of Multiple Means of Engagement Many methods for students to learn Individual Module Exercises A circle of people working on their computers and they are connected to the globe by different colors lines. Virtual Fieldtrips
  12. 12. APPLICATION http://udlseries.udlcenter.org/presentations/udl_implementation.html?plist=implement
  13. 13. Need for UDL to be part of Organizational Culture 1. Implementing UDL systemically cannot be driven by only 1 individual 1. Leadership must be committed, but cannot only be leadership, must be organizational strategy, that doesn’t change when leaders transition 3. Takes time to build shared ownership and sustainability From UDL Implementation: A Process of Change: http://udlseries.udlcenter.org/presentations/udl_implementation.html?plist=implement
  14. 14. Who Are the UDL Guidelines For? 1. Instructional Designers creating curriculum, lesson, activity, any aspect of curriculum 1. Teachers implementing curriculum 3. Assessing current practices 4. Learning Communities 5. Students “learning instrument: a guide for self-reflection and the revision of teaching practices.” http://udltheorypractice.cast.org/reading?13 From Meyer, Rose and Gordon, Universal Design for Learning: Theory and Practice
  15. 15. Practice PREPARE LESSON PLAN OF YOUR CHOICE USING UDL REQUIREMENT: USE ALL 3 PRINCIPLES
  16. 16. SHARING 1. WHAT DID YOU DO? 1. HOW DID YOU USE THE 3 PRINCIPLES? 1. WAS IT FUN FOR YOU TO DO? 4. SHARE AT LEAST 3 WAYS STUDENTS WILL HAVE FUN WITH THIS LESSON?
  17. 17. • CAST: www.cast.org • National Center for Universal Design for Learning: Universal Design for Learning Series. http://udlseries.udlcenter.org/ • Students with Disabilities as Diverse Learners: http://www.ist.hawaii.edu, many UDL resources • Universal Design for Learning Implementation and Research Network: http://udl-irn.org/ • Zeff, R. “Four Ways to Incorporate Universal Design for Learning into Your Assignment Instructions:” http://gwired.gwu.edu/dss/Newsletters/Fall05UDL/ Universal Design for Learning Resources
  18. 18. References CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Meyer, A., Rose, D. H. and Gordon, D. (2014). Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST Inc. See: http://www.udlcenter.org/aboutudl/udlguidelines_theory practice Nelson, L.L. & Basham, J.D. (2014). A blueprint for UDL: Considering the design of implementation. Lawrence, KS: UDL-IRN. Retrieved from http://udl-irn.org.
  19. 19. Teaching all Students, Reaching all Learners Website: http://www.ist.hawaii.edu Universal Design for Learning Module:http://www.ist.hawaii.edu/mo dules/udl/ For More Information END

×