UD Synthesis CTG 2012


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UD Synthesis CTG 2012

  1. 1. WINTERA Synthesis of the TemplateIntervention Studies onUDL in K-12 Settings Minwook Ok Kavita Rao Brian R. Bryant
  2. 2. Who we areMinwook OkDoctoral StudentUniversity of Texas at AustinKavita RaoAssistant ProfessorUniversity of Hawaii at ManoaBrian R. BryantResearch ProfessorUniversity of Texas at Austin
  3. 3. Today’s agendaDuration Presentation/Activity40 minutes Present results from our literature synthesis10 minutes Small group discussion of UDL application10 minutes Whole group discussion
  4. 4. Setting the contextUniversal Design Models Sources/Referen ceUniversal Design (UD) Center on Universal Design, NCSUUniversal Design for Learning (UDL) Center for Applied Special Technology, National Center on UDLUniversal Instructional Design (UID) Goff & Higbee (2008); based on Chickering and GamsonUniversal Design of Instruction (UDI) Burgstahler (2009)Universal Design for Assessment (UDA) Thompson, Johnstone, & Thurlow (2003)
  5. 5. UD “Educational Models”• Adapt the original universal design principles that focused on design of products and environment• Educational models focus on curriculum and instruction• Principles/guidelines provide information for differentiation within instructional activities and learning environments Universal Design for Learning (UDL) Universal Design of Instruction (UDI) Universal Instructional Design (UID)
  6. 6. The big question What are the outcomes of using UDL?• A dearth of empirical evidence• Lack of definition of construct “while we are awaiting widespread availability ofthe promise of UDL, we are left to our own devices to try to apply the UDL principles to create more accessible accommodations” -Edyburn (2010)
  7. 7. PurposeTo examine:• How researchers/practitioners describe their application of UD principles and guidelines to their projects?• Whether enough information is provided to replicate the project/study
  8. 8. Search ProcedureDatabases:ERIC, Academic Search Premier, Professional DevelopmentCollection, PsycInfo and Social Sciences IndexKeywords:• universal design for learning• universal instructional design• universal design of instruction• universal design• postsecondary, college, university, higher education• elementary, middle, high, secondary Results: more than 200 articles
  9. 9. Inclusion/exclusion criteriaInclusion1. Reported an empirical study2. Referenced study conducted at K-12 or postsecondary level3. Referenced UDL, UDI and/or UID4. Published between 2000-2011Exclusion1. Descriptive article (with no research design or participant outcomes)2. Examined software usability3. Mentioned UD models only conceptually Results: 17 articles K-12: 8 articles Postsecondary: 9 articles
  10. 10. K-12 articles1. Abell, Jung, & Taylor (2011)2. Basham, Meyer, & Perry (2010)3. Browder, Mims, Spooner, Ahlgrim-Delzell, & Lee (2009)4. Dolan, Hall, Banerjee, Chun, & Strangman, (2005)5. Dymond, Renzaglia Rosenstein, Chun, Banks, Niswander, Gilson (2006)6. Kortering, McClannon, & Baziel (2008)7. Lieber, Horn, Palmer, & Fleming (2008)8. Marino (2009) See handout for full reference http://www.bit.ly/udlsynthesis
  11. 11. Overview of K-12 findings• All of the K-12 studies referenced the UDL model (CAST/NCUDL defintion)• Varying degrees of detail on how researchers described their application of UDL principles• Range of projects/interventions, including: • Specific lessons, curricula, surveys, assessments • Elementary (3), Middle school (1), High School (4), All levels (1)
  12. 12. 1. Preschool Curriculum Children’s School Success (CSS) Purpose of study:To explore the notion of access to the general curriculum for preschoolchildren with special needs, with a specific focus on ensuring that childrennot only have access but make meaningful progress Project/Intervention:General education curriculum accessible to preschoolers with disabilitiesor who are at risk for school failure. Focus on: (a) Academic competence (e.g., language, literacy, mathematics, science concepts), (b) Social competence (e.g., self-regulation, prosocial interaction with peers), (c) IndividualizationAuthors: Lieber, Palmer & Fleming, 2008Title: Access to the general education curriculum for preschoolers withdisabilities: Childrens school successJournal: Exceptionality
  13. 13. 1. Elementary (Pre-K) Children’s School Success1. Academic Competence • ScienceStart (French, Conezio, & Boynton, 2003) • Large group activity & small group activity • Curriculum Integration2. Social Competence • Dina Dinosaur Classroom-based Curriculum (Webster-Stratton & Reid, 2002) • Classroom rules, doing your best in school, anger management, feeling, self-regulation, making friends, talking with friends, etc. • Large group activity & small group activity • Curriculum Integration3. Individualization • Building Blocks for Teaching Preschoolers with Special Needs (Sandall et al., 2002) • Environmental support, materials, adaptation, simplify the activity, use child preferences, special equipment, adult/peer support
  14. 14. 2. Elementary Shared Stories Purpose of Study:To demonstrate a method for planning and implementing sharedstories for students with multiple disabilities that incorporated bothtask analytic instruction and team planning using principles of UDL Project/Intervention:• Three popular elementary picture books selected and adapted to (a) have student’s name as the main character (b) include a repeated story line for the main idea and surprise element and (c) sensory materials/objectives were used during the lesson• Use of UDL principles to individualize the task analysis for each studentAuthors: Browder, Spooner, Ahlgrim-Delzell, & Lee, 2008Title: Teaching elementary students with multiple disabilities to participate inshared stories.Journal: Research & Practice for Persons with Severe Disabilities
  15. 15. 3. Middle School“Alien Rescue” Cognitive Tools for Comprehension Purpose of Study: To examine whether there is a relationship between students’ reading ability, use of cognitive tools, and their comprehension of scientific concepts and processes? If so, what is the nature of the relationship? Project/Intervention: • “Alien Rescue”: Technology-based scientific-inquiry curriculum • Supports cognitive processes using multiple modalities • Study examined correlations between students use of cognitive support tools within Alien Rescue to academic performance • Students grouped by reading levels Author: Marino, 2009 Title: Understanding how adolescents with reading difficulties utilize technology-based tools. Journal: Exceptionality
  16. 16. 3. “Alien Rescue”Screen shot with some cognitive support tools http://alienrescue.edb.utexas.edu
  17. 17. 3. Middle School“Alien Rescue” Cognitive Tools for Comprehension • Cognitive support tools provided more benefits for the lower readers • However, low ability readers did not use the cognitive support tools as frequently as proficient readers • Teachers should monitor tool use • Recommendation that teacher asks students tor review and reflect on which tools are helpful, as a way to provide explicit instruction and self-monitoring strategy
  18. 18. 4.High SchoolUniversally Designed Inclusive Science Course Purpose of Study: To describe the experiences of school personnel involved with redesigning one inclusive high school science course Project/Intervention: • Adapted areas: instructional delivery, student participation, curriculum, materials, assessment • Redesign of high school science course included: (a) Team discussion (b) Development of a series of questions for redesigning the course (e.g., curriculum, instructional delivery, student participation, materials) (c) Cooperation between teachers: redesign the whole class content first then consider student’s specific needsAuthors: Dymond, Renzaglia, Rosenstein, Chun, Banks, Niswander, & Gibson, 2006.Title: Using a participatory action research approach to create a universallydesigned inclusive high school science course: A case study.Journal: Research & Practice for Persons with Severe Disabilities
  19. 19. 5. High SchoolUDL strategies in Algebra & Biology Purpose of Study:To provide findings on student perceptions of individual interventionsbased on the principles of UDL Project/Intervention:• Designed and implemented a total of 24 interventions (14 algebra & 10 biology) using principles of UDL• Each intervention was designed to meet three principles• Two dominant features: (a) Technology (b) Novel activity that were deviated from traditional instructions Authors: Kortering, McClannon, & Braziel, 2008 Title: Universal design for learning: A look at what algebra and biology students with and without high incidence conditions are saying Journal: Remedial & Special Education
  20. 20. 6. High School Read Aloud Test Accommodations Purpose of Study:To investigate the potential of computer-based read-aloud testingaccommodations, not only group-wide effects but also the impact ofthe accommodation on individual students Project/Intervention:• Computer-based system with optional text-to-speech (CBT-TTS)• Provide a flexible, customizable testing environment• CAST eReader™: (a) read aloud test passages, questions and responses, (b) highlighting, (c) students select words, sentences, or passages• Navigation bar: students can see their progressAuthors: Dolan, Hall, Banerjee, Chun, & Strangman, 2005Title: Applying principles of universal design to test delivery: the effect ofcomputer-based read-aloud on test performance of high school students withlearning disabilities.Journal: Journal of Technology, Learning, and Assessment
  21. 21. 7. High School Digital Backpack Project Purpose of Study:To define the concept and necessary components of the digitalbackpack; to discuss its potential as a readily accessible andadaptable means for schools to appropriately provide for desiredoutcomes in diverse student environments Project/Intervention:• Included hardware, software and instructional technology support materials• Project-based learning experience – students answer the question “What is freedom” by making multimedia project• Description of process with three teams of students• Link to all UDL principles with flexible learning optionsAuthors: Basham, Meyer, & Perry, 2010Title: The design and application of the digital backpackJournal: Journal of Research on Technology in Education
  22. 22. 8. All levels (elem, middle, high) ICEQ Survey Purpose of Study:To examine students’ perception toward their instructional environment inclassrooms exploring UDL Project/Intervention:• Individualized Classroom Environment Questionnaire (ICEQ: Fraser, 1990)• To measure secondary-school students’ perceptions of the classroom environment (a) Personalization, (b) Student participation, (c) Independence in decision making, (d) Investigative problem solving, (e) Differentiation• Published and validated tool to examine the classroom environment variables aligning with UDL principles and related variables Authors: Abell, Jung, & Taylor, 2011 Title: Students perceptions of classroom instructional environments in the context of "universal design for learning” Journal: Learning Environments Research
  23. 23. Where do we go from here?• Defining UDL application within studies• Linking principles/guidelines of UDL to specific elements of a project• NCUDL website http://www.udlcenter.org/aboutudl/udlguidelines
  24. 24. In a pair/small groupDiscuss the UDL Sample Project and Sample Mapping Questions to consider:1. What are your thoughts about the Sample Mapping and the level of detail provided? Does it help make the use of UDL principles explicit?2. What would you add/change?3. How have you applied UDL in your own projects?
  25. 25. In a small group Sample Scenario (see detailed description on handout p. 2)6th grade writing project using digital graphic organizer• Teacher provides pictures• Students categorize/organize in visual web• Students generate writing and record audio• Students generate text from outline• Writing rubric, Personal Goals sheetQuestions to consider:1. What are your thoughts about the Sample Mapping and the level of detail provided? Does it help make the use of UDL principles explicit?2. What would you add/change?3. How have you applied UDL in your own projects?
  26. 26. Your feedback1. What are your thoughts about the Sample Mapping and the level of detail provided? Does it help make the use of UDL explicit?2. What would you add/change?3. How have you applied UDL in your own projects?
  27. 27. Questions/Comments? Minwook Ok minwook.ok@gmail.com Kavita Rao kavitar@hawaii.edu Brian R. Bryant brianrbryant@aol.com www.bit.ly/udlsynthesisThank you for attending our presentation