Universal Design for Learning (UDL) and ICT tools to make teaching & learning accessible for all students. Presented by SIHO at "Inclusive Higher Education: National and International Perspectives Conference" from 22 to 23 September 2014 at the University of Leipzig.

1. Universal Design for Learning (UDL)
and ICT tools to make teaching &
learning accessible for all students
Evelyn Cloosen (evelyn.cloosen@siho.be)
Inclusive Higher Education: National and International Perspectives
22 - 23 September 2014 - University of Leipzig

2. Support Center for Inclusive Higher
Education (SIHO)
• promote equal opportunities and full participation
• higher education
• www.siho.be
• Di(ver)sability Awareness (workshop):
http://tinyurl.com/k4w4l45

3. Content
1. Diversity is the norm
2. Accessible environments: Universal Design (UD)
3. Accessible education: Universal Design for learning
(UDL)
4. Implementing UDL

4. 1. Diversity is the norm

5. Do you have students in your class
who…
 have a variety of academic abilities?
 have different educational experiences?
 have different backgrounds?
 have different learning styles?
 have different preferences?
 are used to instruction at different paces?

6. The way we learn is as unique as our
fingerprints

7. The average student is a myth
Memory
Language
Knowledge
Reading
Vocabulary
Curiosity
Perceptual
Cognitive
Interest
LOW AVERAGE HIGH
The Myth of Average: Todd Rose at TEDxSonomaCounty: https://www.youtube.com/watch?v=4eBmyttcfU4

8. 2. Accessible environments:
Universal Design (UD)

9. When was the last time you used an
automatic door?

10. When was the last time you used an
adjustable chair?

11. When was the last time you used a
walk-in shower?

12. What do those 3 items have in
common?

13. What do those 3 items have in
common?
They are examples of Universal Design
(Roberts Campus, Berkeley, California)

14. Universal Design
• One size doesn’t fit all
• Increases access opportunities for everyone
• Anticipates a variety of needs
• Proactive: designed from the beginning

15. Fromarchitecture to education
“Consider the needs of the broadest possible range of
users from the beginning”
(Ron Mace, architect, founder and program director of The Center for UD)

16. 3. Accessible education:
Universal Design for learning (UDL)

17. Universal Design for Learning
“The essence of Universal Design for Learning (UDL) is
flexibility and the inclusion of alternatives to adapt to the
myriad variations in learner needs, styles and
preferences… the ‘universal’ in Universal Design for
Learning does not imply a single solution for everyone,
but rather it underscores the need for inherently
flexible, customizable content, assignments and
activities.”
(David Rose and Ann Meyer in Journal of Special Education Technology (15.1))

18. UDL: A Framework for
Inclusive Pedagogy
UDL
I
Multiple means
of represent-tation
II
Multiple
Means of
Action and
Expression
III
Multiple Means
of Engagement

19. Principle I: Multiple Means of
Representation
Present information and content in a variety of accessible
formats

20. Example 1: Online video as an
alternative for text and images

21. Example 2: Subtitling and translation
of online videos for easy access

22. Example 3: interactive timelines as a
mean for representing historical facts,
processes, biographies, …

23. Example 4: Accessible digital text
documents
Why is this necessary?

24. Creating accessible Word documents
i.e. add alternative text to
images
i.e. use built-in styles
• Headings
• Lists
• Emphasis
Use the Built-in Accessibility
Checker
• File > Info > Check for Issues >
Check Accessibility
More info:
http://tinyurl.com/accesword

25. Example of multiple options for the content of
the book “The Adventures of Tom Sawyer (Mark
Twain )
• Read the text in the actual novel
• Access the text online in digital format (with screenshots
from the original book)
• Access the full text online (without images)
• Access the text in iBook format
• Listen to the audio book
• Watch the video
(www.wisconsinrticenter.org)

26. Principle II: Multiple Means of Action
and Expression
• Differentiate the ways that students can express what
they know

27. Example 1: Let students visually
outline thoughts, notes, structures,
concepts, …

28. Example 2: Encourage online
collaboration as a mean to work
together

29. Example 3: Let students choose the
method of presentation
Options
In-class presentation (20 minutes, limited to the first 5
requests)
Paper (minimum of 1500 words)
Voice over PowerPoint presentation (20 minutes)
Video summary (10 minutes)
Other formats can be approved by the instructor
Example from: The Built Environment (University of Wisconsin Stout) - http://www.uwosh. edu/wis/spring-conference/
2012-spring-conference-presentations/14_Wirtanen-Rodriguez-UDL.pptx

30. Example 4: Let students choose the
assessment method
Options
(min. 2 if possible)
Written test
Multiple choice
questions
Open-ended
questions
Oral test
Example from: Bachelor of Early Childhood Education (Karel de Grote University College, Antwerp, Belgium)

31. Principle III: Multiple Means of
Engagement
• Stimulate interest and motivation for learning

32. Example 1: Engage your students with
live polls and voting

33. Example 2: Create & play trivia games
using Youtube videos

34. Example 3: Host online brainstorming
sessions

35. 4. Implementing UDL

36. Apply the principles to the four pillars
of the curriculum
educational goals instruction methods
materials assessment

37. In a curriculum that is rooted in the 3
UDL principles
students have:
1. Options for how they learn
2. Choices which will engage their interest
3. Choices for how they demonstrate their learning
teachers provide:
1. Flexible ways of presenting lesson content
2. Flexible options for student engagement
3. Flexible methods of expression and assessment

38. Questions?