This document discusses universal design for learning (UDL) and how it can help meet the needs of diverse students. UDL is a framework that provides flexibility in how content is presented, how students engage with content, and how students can express what they know. The principles of UDL aim to make learning accessible to all students by reducing barriers and providing alternatives and supports. UDL benefits students with disabilities as well as language learners and students with different skill levels. When implemented effectively using technology and flexible options, UDL can help all students succeed.

1. Meeting the learning needs of diverse students throughUniversal Design for Learning1

2. What is one of the central defining characteristics of today’s students?2

3. Important QuestionsWhat does DIVERSITY mean in your classroom?3What are some of the needs of your diverse learners?

4. 4http://breeze.unisa.edu.au/diversity

5. While university is challenging for every student, some learners find the difficulties nearly insurmountable.5

6. ExamplesInternational students NESBunderstanding professorsMature-aged studentsenergy levelsStudents with learning disabilitiescomprehensionStudents with sensory impairmentsinaccessibility6

7. Promises & Expectations7

8. Bond University’s obligation to diverse learners.Bond University gives you the opportunity to immerse yourself in the relaxed Australian lifestyle while learning to speak English. You will study with an international student population, with students from more than 80 countries worldwide, and you will work with small, personalised classes. All of our teachers are highly qualified and many have international experience. 8

9. Disability ServicesBond 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. ‘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.9http://www.bond.edu.au/about/life/support-services/disability-support.htmlhttp://www.staff.bond.edu.au/quality/policies/corporate/COR107.pdf

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. 10Elite AthletesStudy tools such as class notes and video streaming are available for a number of classes to assist students who may have missed class. 11But How?

11. Two Approaches12THE ENVIRONMENTIndividual

12. Options?13

13. Telephone The telephone was one of the many devices Bell developed in support of his work with the deaf.14UD inventions which benefit manyE-mail 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

14. Learning Environment15FM SystemCultural StudiesOnline Discussion Forum

15. The Curb-cut Metaphorand Electronic Curb-cuts 16

16. BooksPrint Text vs. Enhanced e-Text 17

17. What is Universal Design of Learning?18http://udl-stuff.wikispaces.com/Tools+and+Resources

18. Universal Design for Learning ...19Simply put, UDL is a set of principles that give all individuals equal opportunities to learn.http://www.youtube.com/watch?v=bDvKnYog6e4

19. Universal Design for Learning ...20Proactive design of teaching & curriculum“to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design”.http://www.ncsu.edu/dso/general/universal-design.html

20. Universal Design Options21 proactive

21. benefit many

22. simple

23. efficient

24. cost effective

25. socially inclusive3 Principles ofUniversal Design forLearningMultiple Means of -22RepresentationEngagementExpression

26. UDL Guiding Principles23whttp://www.udlcenter.org/aboutudl/udlguidelines

27. 24sample10 Propositions for UDL Dave Edyburn#1:Universal design in education is fundamentally different from universal design in the built environment..Center for Applied Special Technology

28. 25sample10 Propositions for UDL Dave Edyburn#2:UDL is fundamentally about proactively valuing diversity..Center for Applied Special Technology

29. 26sample10 Propositions for UDL Dave Edyburn#3: UDL is ultimately about design..Center for Applied Special Technology

30. 27sample10 Propositions for UDL Dave Edyburn#4:Universal design for learning is not just good teaching..Center for Applied Special Technology

31. 28sample10 Propositions for UDL Dave Edyburn#5:Universal design for learning does not occur naturally..Center for Applied Special Technology

32. 29sample10 Propositions for UDL Dave Edyburn#6:Technology is essential for implementing UDL..Center for Applied Special Technology

33. 30sample10 Propositions for UDL Dave Edyburn#7:UDL is not assistive technology..Center for Applied Special Technology

34. 31sample10 Propositions for UDL Dave Edyburn#8:It is necessary to measure the primary and secondary impact of UDL..Center for Applied Special Technology

35. 32sample10 Propositions for UDL Dave Edyburn#9:Claims of UDL must be evaluated on the basis of enhanced student performance..Center for Applied Special Technology

36. 33sample10 Propositions for UDL Dave Edyburn#10:UDL is much more complex than we originally thought..Center for Applied Special Technology

37. Practical Applications of UDL Principles (Rose et al. 2006)34 provide alternatives to lectures

38. have lectures videoed and accessible

39. have sign language/subtitles for content

40. publish students’ notes online

41. make use of visuals and graphics http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ844630

42. Practical UDL suggestionshttp://www.bond.edu.au/about-bond/quality-teaching-and-learning/resources/index.htm35

43. 36From the Teaching at Bond Booklet page 36

44. 37From the Teaching at Bond Booklet page 36

45. Some Books & Articles on UDL:38Burgstahler, S.E. & Cory, R.C. (Eds.) (2008). Universal design in higher education. Cambridge, MA: Harvard Education.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.Rose, D.H. & Meyer, A. (Eds.) (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education.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.Rose, D.H., Meyer, A. & Hitchcock, C. (Eds.) (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education

46. 39Electronic curb-cutsCAS (Center for an Accessible Society), Steve Jacobshttp://www.accessiblesociety.org/topics/technology/eleccurbcut.htmPractical implementation strategy for UDLEdyburn (2009) Tic-Tac-Toe Instructional Planninghttp://www.uwm.edu/~edyburn/tictactoe.htmlUniversal design for learningCAST (Center for Applied Special Technology)http://www.cast.orgHistory and principles of UD and UDLNCSU-DSO (North Carolina State University, Disability Studies Office)http://www.ncsu.edu/dso/general/universal-design.html