Universal Design for Learning

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Meeting the learning needs of diverse students through Universal Design for Learning

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  • Running time 345
  • 13 mins
  • 13 mins
  • Universal Design for Learning

    1. 1. Meeting the learning needs of diverse students throughUniversal Design for Learning<br />1<br />
    2. 2. What is one of the central defining characteristics of today’s students?<br />2<br />
    3. 3. Important Questions<br />What does DIVERSITY mean in your classroom?<br />3<br />What are some of the needs of your diverse learners?<br />
    4. 4. 4<br />http://breeze.unisa.edu.au/diversity<br />
    5. 5. While university is challenging for every student, some learners find the difficulties nearly insurmountable.<br />5<br />
    6. 6. Examples<br />International students NESBunderstanding professors<br />Mature-aged studentsenergy levels<br />Students with learning disabilitiescomprehension<br />Students with sensory impairmentsinaccessibility<br />6<br />
    7. 7. Promises & Expectations<br />7<br />
    8. 8. Bond University’s obligation to diverse learners.<br />Bond University gives you the opportunity to immerse yourself in the relaxed Australian lifestyle while learning to speak English. <br />You will study with an international student population, with students from more than 80 countries worldwide, and you will work with small, personalised classes.  <br />All of our teachers are highly qualified and many have international experience. <br />8<br />
    9. 9. Disability Services<br />Bond University recognises its responsibility to create an environment free from discrimination and harassment and will develop plans and procedures to provide an accessible and inclusive work and study environment. <br />‘Reasonable adjustments’ will be made to accommodate a student with a disability. A ‘reasonable adjustment’ is a measure or action taken to assist a student with a disability to participate in education on the same basis as other students.<br />9<br />http://www.bond.edu.au/about/life/support-services/disability-support.html<br />http://www.staff.bond.edu.au/quality/policies/corporate/COR107.pdf<br />
    10. 10. Study workload will be monitored and can be adjusted to maintain a realistic balance between the demands of the athlete’s sport and adequate progression through a program at Bond. <br />10<br />Elite Athletes<br /><ul><li>Study tools such as class notes and video streaming are available for a number of classes to assist students who may have missed class. </li></li></ul><li>11<br />But<br /> How?<br />
    11. 11. Two Approaches<br />12<br />THE <br />ENVIRONMENT<br />Individual<br />
    12. 12. Options?<br />13<br />
    13. 13. Telephone  <br />The telephone was one of the many devices Bell developed in support of his work with the deaf.<br />14<br />UD inventions which benefit many<br />E-mail <br />Vinton Cerf (who was hard of hearing since birth) developed the host level protocols for the ARPANET. He married a lady who was deaf. Cerf communicated with his wife via text messaging<br />
    14. 14. Learning Environment<br />15<br />FM System<br />Cultural Studies<br />Online Discussion Forum<br />
    15. 15. The Curb-cut Metaphorand Electronic Curb-cuts <br />16<br />
    16. 16. BooksPrint Text vs. Enhanced e-Text <br />17<br />
    17. 17. What is Universal Design of Learning?<br />18<br />http://udl-stuff.wikispaces.com/Tools+and+Resources<br />
    18. 18. Universal Design for Learning ...<br />19<br />Simply put, UDL is a set of principles that give all individuals equal opportunities to learn.<br />http://www.youtube.com/watch?v=bDvKnYog6e4<br />
    19. 19. Universal Design for Learning ...<br />20<br />Proactive design of teaching & curriculum<br />“to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design”<br />.<br />http://www.ncsu.edu/dso/general/universal-design.html<br />
    20. 20. Universal Design Options<br />21<br /><ul><li> proactive
    21. 21. benefit many
    22. 22. simple
    23. 23. efficient
    24. 24. cost effective
    25. 25. socially inclusive</li></li></ul><li>3 Principles ofUniversal Design forLearning<br />Multiple Means of -<br />22<br />Representation<br />Engagement<br />Expression<br />
    26. 26. UDL Guiding Principles<br />23<br />w<br />http://www.udlcenter.org/aboutudl/udlguidelines<br />
    27. 27. 24<br />sample<br />10 Propositions for UDL<br /> Dave Edyburn<br />#1:Universal design in education is fundamentally different from universal design in the built environment.<br />.<br />Center for Applied Special Technology<br />
    28. 28. 25<br />sample<br />10 Propositions for UDL<br /> Dave Edyburn<br />#2:UDL is fundamentally about proactively valuing diversity.<br />.<br />Center for Applied Special Technology<br />
    29. 29. 26<br />sample<br />10 Propositions for UDL<br /> Dave Edyburn<br />#3: UDL is ultimately about design.<br />.<br />Center for Applied Special Technology<br />
    30. 30. 27<br />sample<br />10 Propositions for UDL<br /> Dave Edyburn<br />#4:Universal design for learning is not just good teaching.<br />.<br />Center for Applied Special Technology<br />
    31. 31. 28<br />sample<br />10 Propositions for UDL<br /> Dave Edyburn<br />#5:Universal design for learning does not occur naturally.<br />.<br />Center for Applied Special Technology<br />
    32. 32. 29<br />sample<br />10 Propositions for UDL<br /> Dave Edyburn<br />#6:Technology is essential for implementing UDL.<br />.<br />Center for Applied Special Technology<br />
    33. 33. 30<br />sample<br />10 Propositions for UDL<br /> Dave Edyburn<br />#7:UDL is not assistive technology.<br />.<br />Center for Applied Special Technology<br />
    34. 34. 31<br />sample<br />10 Propositions for UDL<br /> Dave Edyburn<br />#8:It is necessary to measure the primary and secondary impact of UDL.<br />.<br />Center for Applied Special Technology<br />
    35. 35. 32<br />sample<br />10 Propositions for UDL<br /> Dave Edyburn<br />#9:Claims of UDL must be evaluated on the basis of enhanced student performance.<br />.<br />Center for Applied Special Technology<br />
    36. 36. 33<br />sample<br />10 Propositions for UDL<br /> Dave Edyburn<br />#10:UDL is much more complex than we originally thought.<br />.<br />Center for Applied Special Technology<br />
    37. 37. Practical Applications of UDL Principles (Rose et al. 2006)<br />34<br /><ul><li> provide alternatives to lectures
    38. 38. have lectures videoed and accessible
    39. 39. have sign language/subtitles for content
    40. 40. publish students’ notes online
    41. 41. make use of visuals and graphics </li></ul>http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ844630<br />
    42. 42. Practical UDL suggestions<br />http://www.bond.edu.au/about-bond/quality-teaching-and-learning/resources/index.htm<br />35<br />
    43. 43. 36<br />From the Teaching at Bond Booklet page 36<br />
    44. 44. 37<br />From the Teaching at Bond Booklet page 36 <br />
    45. 45. Some Books & Articles on UDL:<br />38<br />Burgstahler, S.E. & Cory, R.C. (Eds.) (2008). Universal design in higher education. Cambridge, MA: Harvard Education.<br />Edyburn, D.L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33, 33-41.<br />Rose, D.H. & Meyer, A. (Eds.) (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education.<br />Rose, D.H. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.<br />Rose, D.H., Meyer, A. & Hitchcock, C. (Eds.) (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education<br />
    46. 46. 39<br />Electronic curb-cuts<br />CAS (Center for an Accessible Society), Steve Jacobshttp://www.accessiblesociety.org/topics/technology/eleccurbcut.htm<br />Practical implementation strategy for UDL<br />Edyburn (2009) Tic-Tac-Toe Instructional Planninghttp://www.uwm.edu/~edyburn/tictactoe.html<br />Universal design for learning<br />CAST (Center for Applied Special Technology)http://www.cast.org<br />History and principles of UD and UDL<br />NCSU-DSO (North Carolina State University, Disability Studies Office)http://www.ncsu.edu/dso/general/universal-design.html<br />

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