Educating Students Who Need Intensive Supports in a UDL Environment
This slide presentation was developed by participants of the 2012 Ohio Center for Autism and Low Incidence (OCALI) Conference to provide an overview of how students with disabilities (who need intensive supports) can be served in an educational environment that has integrated the principles of Universal Design for Learning.
Educating Students Who Need Intensive Supports in a UDL Environment
This slide presentation was developed by participants of the 2012 Ohio Center for Autism and Low Incidence (OCALI) Conference to provide an overview of how students with disabilities (who need intensive supports) can be served in an educational environment that has integrated the principles of Universal Design for Learning.
This presentation, created by the National UDL Task Force, provides an introduction to universal design and universal design for learning. It then illustrates how UDL applies to the whole curriculum and how UDL is being supported at the local, state, and federal level.
This presentation, created by the National UDL Task Force, provides an introduction to universal design and universal design for learning. It then illustrates how UDL applies to the whole curriculum and how UDL is being supported at the local, state, and federal level.
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1. Universal Design for Learning
An Educator’s Guide
Kristi Carlson
Walden University
EDUC 6714
2. What is UDL?
―an approach to teaching, learning and assessment‖
(Howard, 2004, p. 26)
―flexible curricula that provide students with multiple
ways of accessing content, multiple means for
expressing what they learn, and multiple pathways for
engaging their interest and motivation‖ (Howard, 2004,
p. 26-27)
UDL…―give all individuals equal opportunities to learn‖
(CAST, Inc., 2007–2011)
3. Inspiration for UDL
The idea of ―Universal Design‖ connects to architectural
design and the idea that all buildings need to be accessible
to all people. (i.e. ramps, elevators, wider doorways)
Universal Design for Learning is about providing alternatives
so every child can learn. As teachers we must make sure we
provide flexibility in the curriculum and our teaching
method/style.
Reauthorization of IDEA in 1997 mandates that all ―students
be taught and make progress within the general education
curriculum‖ (Laureate, 2009)
CAST Video Overview
Choose ―Watch a Video‖
Choose ―Universal Design and Universal Design for Learning‖
4. Universal Design for Learning
.…a shift in our thinking….
More than our traditional adaptations and accommodations
Every student must be provided with the opportunity to learn
(Laureate, 2009)
No longer just focused on the individual student, we are now
focusing on the broader educational environment (Laureate,
2009)
Not simply ―fixing‖ the student but ―fixing‖ how we teach and
use our curriculum
No longer a one-size fits all approach to teaching and learning
Ask yourself--Is every student actually learning in my
classroom?
5. UDL in Action
―…each student (needs) to have access to the curriculum in a
way that promotes the most learning for that individual‖
(Howard, 2004, p. 27)
Providing multiple levels of text on the same content
Learning about frogs—find books on frogs in multiple
reading levels
Digital copies of text with the read back capabilities at
different speeds
Develop Learning Profiles and teach to these learning
styles, preferences, intelligences
Make Choices available—this is more reflective of the
real world
6. Universal Design
Outside the World of Education
What
implications
does the idea
of Universal
Design have on
us in the
classroom?
7. Three Principles of UDL and Brain Research
I: Multiple Means of Representation
Recognition Network of the Brain
II: Means of Action and Expression
Strategic Network of the Brain
III: Multiple Means of Engagement
Affective Network of the Brain
8. Multiple Means of Representation
presenting content and information in a variety of ways
Source www.cast.org
Recognition Network of the brain deals pattern recognition and the brain’s
ability to process patterns (Laureate, 2009)
Instructional Examples
Visual/Auditory/Tactile/Kinesthetic
Different Size Text/Color/Font
Ability to amplify sound as needed
Graphic Organizers w/pictures and text
Examples
Connect to other experiences
9. Multiple Means of Action and Expression
Providing multiple ways for students to show what they know
Source www.cast.org
Strategic Network of the brain deals with the process, plans and
actions for the plans (Laureate, 2009)
Instructional Examples
Providing choice—written, verbal, project-based
Different software tools—mouse, keyboard, joystick
Scaffolding and Activating Background Knowledge
Use of wait time
10. Multiple Means of Engagement
Stimulate interest and motivation for learning
Source www.cast.org
Affective network of the brain deals with emotions and sorting out
what’s important and what’s not (Laureate, 2009)
Instructional Examples
Engaging learners
Working alone, with partners, small group…providing choice
Material must be relevant and interesting
Use goal-setting
Providing Choice and Options
Rubrics and Checklists
11. Technology and UDL
―… powerful digital technologies applied using UDL
principles enable easier and more effective
customization of curricula for learners. Advances in
technology…have made ―on-the-fly‖
individualization of curricula possible in practical,
cost-effective ways, and many of these technologies
have built in supports, scaffolds, and challenges to
help learners understand, navigate, and engage with
the learning environment.‖
Universal Design for Learning Guidelines CAST 2011
12. Technology and UDL
If used correctly, technology can provide the flexibility
necessary to make learning accessible to all students.
Just as planning without technology much thought needs to
go into planning with technology
A good question to ask yourself: Does the technology allow
students to do things different and do different things?
If yes….then you are moving in the right direction of using
technology to help you meet the goals of UDL
13. Examples of Technology
Podcasts Edmodo
Wikis Moodle
Blogs Wallwisher
Text-to-Speech Programs Google Docs
Microsoft Word
Kerpoof
changing text size, color, type
Thinkmap
Online Graphic Organizers
Bubble.us Illuminations
Glogster eReaders
Online Visual Thesaurus
CAST eTrekker
14. UDL at Black Diamond Elementary
Incorporating the principles of UDL will provide ALL students
the opportunity to learn.
Incorporating the principles of UDL will help us meet the needs
of ALL of our diverse learners.
Incorporating the principles of UDL will keep ALL students
engaged and motivated in their learning.
15. CAST Online Tools and Resources
Book Builder—Create and edit books so students can be reading
books about a particular content at their instructional level.
UDL Lesson Builder—Create and edit lessons which incorporate
UDL principles. Search for other lessons already created by
educators.
Strategy Tutor—Planning on doing a research project with your
students? Strategy tutor will provide support when students
research via the internet. ―Strategy Tutor helps students read,
research, collect and understand information better and more
efficiently.‖
http://cst.cast.org/cst/guest/SPAGE,whatis
16. Additional Resources
Center for Applied Special Technology
CAST Lesson Builder
National Center on Universal Design for Learning
Technology Toolkit Wiki for UDL in the Classroom
National Center for Learning Disabilities
Search for UDL for related articles, commonly asked
questions, other online tools
17. References
CAST, Inc. (2007–2011). UDL curriculum self-check: Learn about
Universal Design for Learning (UDL). Retrieved from
http://udlselfcheck.cast.org/learn.php
CAST (2011). Universal Design for Learning Guidelines version
2.0. Wakefield, MA: Author.
Howard, K. L. (2004). Universal design for learning: Meeting the needs
of all students. Learning & Leading with Technology, 31(5), 26–29.
Laureate Education, Inc. (Executive Producer). (2009). Reaching an
engaging all learners through technology. Baltimore, MD: Author.