Universal Design for Learning (UDL) overview
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Introduction to Universal Design for Learning for educators designing new courses aligned to the Common Core State Standards.
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Universal Design for Learning (UDL) overview
- 1. Universal Design for Learning: A framework for access and equity
- 2. “Consider the needs of the broadest possible range of users from the beginning” - Ron Mace, Architect -
- 3. Civil Rights Legacy • Not an afterthought: Full access is designed from the outset • More cost-effective than retrofitting • More elegant and easy-to-use
- 4. UD examples •Ramps •Curb cuts •Electric doors •Closed-captioning •Easy-grip tools
- 5. Universal design for learning (UDL) More ways to access… More ways to participate… More ways to demonstrate learning… Resulting in more equitable access to… the general education curriculum for ALL learners
- 6. Goals of UDL “A scientifically valid framework for guiding educational practice” ~Higher Education Opportunity Act, 2008 • Improving access, participation & achievement • Eliminating or reducing physical & academic barriers • Valuing diversity through proactive design
- 7. Goals of UDL “Barriers to learning are not, in fact, inherent in the capabilities of learners, but instead arise in learners’ interactions with inflexible educational goals, materials, methods, and assessments.” ~Teaching Every Student in the Digital Age, CAST, 2003
- 8. Principles of UDL Multiple • means of representation • means of action and expression • means of engagement
- 10. Multiple Means of Representation • Equivalent, overlapping paths to desired outcomes • Scaffolding to build background knowledge • Options available at point of need
- 11. Multiple Means of Representation Examples • Read aloud • Highlight phrases • Listen to audio • Text-to-speech • Multimedia glossary • Language translation tools
- 12. Multiple Means of Action and Expression Variety of tools and media • Written response • Verbal response • Multimedia response • Dramatic response
- 13. Multiple Means of Action and Expression Physical response options • Pencil, stylus, mouse Expression options • Choice of tools Support tools • Spellcheckers, speech to text
- 14. Multiple Means of Engagement Tap into students’ interests and passions Maximize relevance through performance tasks and authentic audience Provide variety in cognitive demand, length of task, opportunities for collaboration
- 15. Multiple Means of Engagement Real-world, authentic tasks Choice in means of expression Flexibility in use of tools to access information Flexible grouping strategies Gradual release of responsibility
- 16. UDL and Your Course Options for: • Representation • Action & Expression • Engagement Consistent with attaining academic content standards
- 17. Resources Center for Applied Special Technology www.cast.org National Task Force on UDL www.udl4all.org IDEA Partnership Community of Practice - UDL www.sharedwork.org NEA Research Spotlight on UDL http://www.nea.org/tools/ Center for Implementing Technology in Education www.cited.org
Editor's Notes
- Note that UDL is not the same as differentiated instruction, though it’s clearly related. UDL is about6 designing curriculum with the needs of ALL students in mind, so that methods, materials and assessments are usable by all. DI is about responding to individual students’ needs at the point of need. UDL is curriculum centered, while DI begins with individual students. UDL is also not the same as assistive technology. UDL is proactive, focusing on the needs of all students. AT is reactive, providing tools to improve individual students’ functional capabilities.UDL does not remove the need for differentiation or assistive technology. It does, however, mitigate the vast majority of access issues for the vast majority of students.