Universal DesignUniversal Design
Focused on helping ALL studentsFocused on helping ALL students
By Emily BoslBy Emily Bosl
What is Universal Design?What is Universal Design?
 Universal design is a broad term that can be used toUniversal design ...
How does Universal Design relateHow does Universal Design relate
to education?to education?
 Many standardized curriculum...
Universal DesignUniversal Design
 Universal Design creates learning experiences that works for aUniversal Design creates ...
Four Components of CurriculumFour Components of Curriculum
1)1) What are its goals?What are its goals?
• How the teacher i...
Three Principles of Universal DesignThree Principles of Universal Design
• To achieve a curriculum based on universal desi...
Universal Design and AssessmentUniversal Design and Assessment
 I was curious on how teachers assess students when using ...
Universal Design ReflectionUniversal Design Reflection
 For my field experience last semester I was placed at CentralFor ...
ReferencesReferences
(in addition to the articles and videos we were given)(in addition to the articles and videos we were...
ReferencesReferences
(in addition to the articles and videos we were given)(in addition to the articles and videos we were...
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Universal Design

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Universal Design

  1. 1. Universal DesignUniversal Design Focused on helping ALL studentsFocused on helping ALL students By Emily BoslBy Emily Bosl
  2. 2. What is Universal Design?What is Universal Design?  Universal design is a broad term that can be used toUniversal design is a broad term that can be used to describe many different projects and ideas.describe many different projects and ideas.  Its goal is to create an environment that is accessible to allIts goal is to create an environment that is accessible to all people, not just the “average person.”people, not just the “average person.”  Regardless of age, illness, status in life, etc.Regardless of age, illness, status in life, etc.  Can be applied to the design of technology, products,Can be applied to the design of technology, products, environments, and education.environments, and education.
  3. 3. How does Universal Design relateHow does Universal Design relate to education?to education?  Many standardized curriculums are based on an “average”Many standardized curriculums are based on an “average” student. However, any good teacher knows that there isstudent. However, any good teacher knows that there is no such thing as a cookie-cutter student and that eachno such thing as a cookie-cutter student and that each child learns differently.child learns differently.  UDL is focused on helping students that do not benefitUDL is focused on helping students that do not benefit from a marginalized and mainstream curriculum. Examplefrom a marginalized and mainstream curriculum. Example of these students are:of these students are:  English language learnersEnglish language learners  Students with disabilitiesStudents with disabilities  Struggling studentsStruggling students  Gifted and talented studentsGifted and talented students
  4. 4. Universal DesignUniversal Design  Universal Design creates learning experiences that works for aUniversal Design creates learning experiences that works for a wide spectrum of students.This is done by creating activitieswide spectrum of students.This is done by creating activities that are flexible and incorporate a lot of choice.that are flexible and incorporate a lot of choice.  Purpose: Every child is given the chance to be a successful andPurpose: Every child is given the chance to be a successful and expert learner.expert learner.  Helps students learn to love learningHelps students learn to love learning  There are three things that occurs in every learning situationThere are three things that occurs in every learning situation that UDL takes into consideration when creating meaningfulthat UDL takes into consideration when creating meaningful activitiesactivities  How does the learner pick up information?How does the learner pick up information?  How do they act of the information?How do they act of the information?  How are they engaged by the learning situation?How are they engaged by the learning situation?
  5. 5. Four Components of CurriculumFour Components of Curriculum 1)1) What are its goals?What are its goals? • How the teacher is going to translate the desired standard into aHow the teacher is going to translate the desired standard into a meaningful lesson.meaningful lesson. 1)1) What are the materials?What are the materials? • The materials that are used during a lesson should be key to learning.The materials that are used during a lesson should be key to learning. 1)1) What are the methods?What are the methods? • The means of instruction should be appropriate and effective,The means of instruction should be appropriate and effective, whether it’s through a lecture, experience based, small group, etc.whether it’s through a lecture, experience based, small group, etc. 1)1) What are the means of assessment?What are the means of assessment? • How will the teacher know that their instruction is working and thatHow will the teacher know that their instruction is working and that students are really learning?students are really learning?
  6. 6. Three Principles of Universal DesignThree Principles of Universal Design • To achieve a curriculum based on universal design, there areTo achieve a curriculum based on universal design, there are three principles that should be followed. Each is also pairedthree principles that should be followed. Each is also paired with guidelines to make sure each principle is being met.with guidelines to make sure each principle is being met. 1)1) Provide multiple means of representationProvide multiple means of representation • Provide options for perception, students should understand theProvide options for perception, students should understand the way information was presented, and use comprehendibleway information was presented, and use comprehendible information.information. 1)1) Provide multiple means of action and expressionProvide multiple means of action and expression • Provide options for physical action, expression, and executiveProvide options for physical action, expression, and executive functions.functions. 1)1) Provide multiple means of engagementProvide multiple means of engagement • Provide options for sustaining interest, effort, and self regulation.Provide options for sustaining interest, effort, and self regulation.
  7. 7. Universal Design and AssessmentUniversal Design and Assessment  I was curious on how teachers assess students when using a curriculumI was curious on how teachers assess students when using a curriculum based on universal design, and after reading about it these are the keybased on universal design, and after reading about it these are the key points I found most interesting.points I found most interesting.  Inclusive assessment populationInclusive assessment population  Assessment needs to be able to measure students with a wide range ofAssessment needs to be able to measure students with a wide range of abilities.This does not mean expectations have to be “relaxed,” itabilities.This does not mean expectations have to be “relaxed,” it means that the assessment must account for multiple methods ofmeans that the assessment must account for multiple methods of learning.learning.  Simple, Clear, and Intuitive Instructions and ProceduresSimple, Clear, and Intuitive Instructions and Procedures  The instructions though out the whole assessment should stayThe instructions though out the whole assessment should stay consistent. Directions should also be given in a clear way that usesconsistent. Directions should also be given in a clear way that uses student-friendly terms.student-friendly terms.  Maximum Readability and ComprehensibilityMaximum Readability and Comprehensibility  Clear, common words should be used, and unnecessary words shouldClear, common words should be used, and unnecessary words should be eliminated. Unfamiliar words should be paired with a definition,be eliminated. Unfamiliar words should be paired with a definition, while complex sentences should be broken down into smaller ones.while complex sentences should be broken down into smaller ones.
  8. 8. Universal Design ReflectionUniversal Design Reflection  For my field experience last semester I was placed at CentralFor my field experience last semester I was placed at Central Academy, which is a progressive school. Reading about UDLAcademy, which is a progressive school. Reading about UDL reminded me of Central’s educational philosophy because it wasreminded me of Central’s educational philosophy because it was very student-based and it incorporated a lot of differentiationvery student-based and it incorporated a lot of differentiation into the curriculum. I was in a classroom with bothinto the curriculum. I was in a classroom with both kindergarteners and first graders, so there was a very widekindergarteners and first graders, so there was a very wide learning gap that had to be tended to. Like the beliefs oflearning gap that had to be tended to. Like the beliefs of universal design, students in the class were given many optionsuniversal design, students in the class were given many options to express themselves or express what they knew. I thinkto express themselves or express what they knew. I think universal design and progressive schools are implementinguniversal design and progressive schools are implementing many effective teaching strategies into their classrooms thatmany effective teaching strategies into their classrooms that other districts could learn from.other districts could learn from.
  9. 9. ReferencesReferences (in addition to the articles and videos we were given)(in addition to the articles and videos we were given)  http://www.cehd.umn.edu/NCEO/onlinepubs/Synthesis44http://www.cehd.umn.edu/NCEO/onlinepubs/Synthesis44 .html.html
  10. 10. ReferencesReferences (in addition to the articles and videos we were given)(in addition to the articles and videos we were given)  http://www.cehd.umn.edu/NCEO/onlinepubs/Synthesis44http://www.cehd.umn.edu/NCEO/onlinepubs/Synthesis44 .html.html

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