The document outlines the agenda for a class on Universal Design for Learning, including discussing principles of UDL and activities that incorporate those principles, as well as presenting information on assistive technology and examples of implementing UDL at different levels of complexity. The class covers recognition, strategic, and affective learning networks and how UDL can support all students through flexible presentation, expression and engagement methods.

1. CSW – 110
Universal Design for
Learning
Week 2
Instructor: Maureen LaFleche

2. Agenda
• Attendance
• www.csw110.pbwiki.com
• Pair and Share – 1 thing that you learned
and 1 thing that you didn’t understand
What is UD - UDL
• Principles of UDL
• UDL Activities
• Questions

3. Pair and Share
• Get into groups of two and share one thing about
each of the articles that that you learned and
one thing that you didn’t understand – share your
comments and prepare to present to the class (10
minutes)
• Book
– Rose, D.H., & Meyer, A. (2002). Teaching every student
in the digital age. Alexandria, VA: Association
Supervision and Curriculum Department
• Articles
– Sheryl Burgstahler. (2006). Universal Design Principles,
Process and Applications

4. Video – Animal Story
• When you watch this video think of
how you learn….which animal are you?
How many children do you think we
lose as a result?

5. Animal Story
• http://specialedlaw.blogs.com/home/2007

6. Much of the information
from this class on UDL can
be located at the CAST
website @
http://www.cast.org/

7. What is UDL? (15 minutes)
• Universal Design for Learning is a theoretical
framework developed by CAST to guide the
development of curricula that are flexible and
supportive of all students (Dolan & Hall, 2001;
Meyer & Rose, 1998; Pisha & Coyne, 2001; Rose,
2001; Rose & Dolan, 2000; Rose & Meyer, 2000a,
2000b, 2002; Rose, Sethuraman, & Meo, 2000).
• Concept was inspired by the UD movement in
architecture i.e., curb cuts

8. How did it start?
• Curb Cuts

9. What is UDL?
 A combination of recent initiatives
 Integrated units
 Multi-sensory teaching
 Use of assistive technology
 Performance-based assessment

10. Assistive Technology
(AT)
Assistive technology is technology used by
individuals with disabilities in order to perform
functions that might otherwise be difficult or
impossible. Assistive technology can include mobility
devices such as walkers and wheelchairs, as well as
hardware, software, and peripherals that assist
people with disabilities in accessing computers or
other information technologies.
(http://www.washington.edu/accessit/articles?109)

11. Universal Design (UD)
Create products and/or
environments that are designed,
from the outset, to accommodate
individuals with a range of
abilities and disabilities.

12. Are AT and UDL the same?
AT UDL
• …any piece of equipment • To select and use goals,
or product system…that methods, assessment
is used to increase, and materials in a way
maintain, or improve that will minimize barriers
functional capabilities of and maximize flexibility
individuals with so that curricula fully
disabilities (IDEA, 2004 P. support every student’s
108-446) access, participation, and
progress in essential
facets of learning (Joy
Zabala, Sept. 2006)

13. Electronic Doors
AT UD

14. Purpose
• Purpose of AT – To increase, improve or
maintain the functional capabilities of individuals
with disabilities (Joy Zabala, Sept. 2006)
• Purpose of UDL – to increase the access in the
general curriculum for students with and without
identified disabilities (Joy Zabala, Sept. 2006)
• Educational Outcome – increased educational
participation and achievement (Joy Zabala,
Sept. 2006)

15. Brain Research and Learner
Differences
• Learning is distributed along three interconnected networks
Affective
WHY we learn
Strategic
HOW we learn
Recognition
Brain Research WHAT we learn

16. Your Three Brain
Networks
Activity (10 minutes)…….

17. 1. Recognition Networks
Exercise your recognition networks' processing
by quickly listing the individual objects you
recognize in this picture. (1 minute)
Activity: Reflecting on
Recognition….

18. 2. Exercise your strategic networks by
examining this image for a few different
purposes. Notice how you look at the
image differently depending on your
purpose. (1 minute)
Activity: Reflecting on
strategic….
How old do the people in the
picture look?
What historical period and
geographical location do you
think this picture represents?
Why?
How might the people be
feeling in this picture?

19. 3. Affective Networks
Tune into your affective networks by
looking at this picture once again, just to
see what grabs you. (1 minute)
Activity: Reflecting on
Affective….
What in particular strikes you
about this picture?
Note something about yourself
that might have led you to
focus on these particular
aspects.

20. Discussion (report back on
Networks – 7 minutes)
Did everyone answer the
same? Why?

21. Think about the ways you would and
would not like to learn to do this

22. Consider the following in regard to the
preparing the Indian meal
I would learn best if…
I would not learn very well if …
Think about the three networks when
answering these questions.

23. Think about the ways you would and
would not like to learn to do this
Recognition networks enable us to identify
and understand information, ideas, and
concepts.
Strategic networks enable us to plan,
execute, and monitor actions and skills.
Affective networks enable us to engage
with tasks and learning and with the world
around us.

24. Activity….Part 1
You must learn how to cook this delicious Indian
meal, for 4 people – get into groups of 6 and work
together to create a lesson plan – use the chart
paper to outline your lesson - think about what you
need to do to teach this lesson. How do you make
the experience work for everyone at your table?
Think about the three networks. (15 minutes)

25. Activity Part 2
• Present to class (2 minutes/group –
10 minutes)
• Group Discussion – How did you learn
best – relate this to the students you
will work with - 2 minutes

26. Prediction of the Future
• EPIC_2014 - Video – 8:54 minutes

27. Discussion (5 minutes)
• Do you think that this is far fetched?
Why? Why Not?
• What do you think about the move to
technology for all?
• After learning what you have today what
type of a role do you think technology
plays in regards to special needs students?

28. The Principles of UDL
from: Rose and Meyer – Teaching Every Child in the Digital
Age (10 minutes)
• Principle 1: To support recognition
learning, provide multiple, flexible
methods of presentation
• Principle 2: To support strategic learning,
provide multiple, flexible methods of
expression and apprenticeship.
• Principle 3: To support affective learning,
provide multiple, flexible options for
engagement.
Principles of UDL

29. Methods of Universal
Design for Learning
Goal Strategy What that means?
Recognition Provide Multiple Examples Present patterns using
multisensory approaches with
many examples and counter
examples
Highlight critical features Explicitly identify critical
features in examples
Provide multiple media and Provide redundancy of patterns
formats and critical features through a
variety of media, formats,
organizations, detail, and depth
allowing the learner to access
information in the way in which it
best fits the individual’s learning
style

30. Methods of Universal
Design for Learning con’t
Goal Strategy What that means?
Recognition con’t Support background knowledge Ask learners to relate own
experiences to topic being
studied, to relate what is already
known about topic being studied,
and review key vocabulary and
concepts prior to studying topic
Strategic Provide flexible models of skilled
performance
Present examples and counter
examples of expert performance,
and allow the learner the choice
of how to express knowledge and
skills
Provide scaffolding opportunities Allow learner to become
proficient with each step of a
task before performing entire
task

31. Methods of Universal
Design for Learning con’t
Goal Strategy What that means?
Strategic Provide multiple media and
formats
Provide ongoing, relevant
feedback
Affective Offer choices of content and
tools
Allow for flexibility in learning
style as well as areas of interest
and ability
Provide adjustable levels of Assist learners in setting
challenge individualized and realistic goals
based on level of task difficulty
and individual frustration level

32. Methods of Universal
Design for Learning con’t
Goal Strategy What that means?
Affective Offer choice of rewards Identify individualized intrinsic
and extrinsic rewards for each
learner
Offer choice of learning context Allow learners to choose the
amount of structure and types of
materials needed to complete an
assignment

33. Practical Application
Beginners Guide to Implementing Universally Designed
Classroom Content
By Michael Abell
Topic Beginning UDL Intermediate Advanced UDL
UDL
Study Guides *Type lesson notes in
Word to share with
*Email lesson/study
notes to students or
* Students use study
guide as hardcopy
students as a study post on class Website printout or have
guide computer using text to
speech software read it
*Teacher created to them.
graphic organizers
Scaffolding *Highlight important
facts, equations, or
*Provide examples using
manipulatives maps, flow
*Use accessible digital
content with built in
Instructional concepts on study charts and video clips. content scaffolding
Content sheets.
*Summarize concepts
*Provide websites for
extra student supports
that is provided by
*Use real-life examples publishers
to support classroom
learning

34. Practical Application
con’t
Topic Beginning UDL Intermediate Advanced UDL
UDL
Visually Present *Develop lessons in
PowerPoint using
*Develop lessons in
PowerPoint using
*Search for video clips
on the Internet and play
interesting pictures and pictures from Internet in class or insert into
Lesson Content graphics. Print as a or digital camera PowerPoint. Search on
handout or use an LCD Google.com using key
Projector to display to words “Mpeg” or “video
class. clips” and your topic of
*Use charts/graphs as
handouts interest.
Notetaking *Have a student scribe
take notes to share
*Record lessons using a
digital tape recorder
*Create class notes in
Word and email to
with others as needed for students to check students using RWG or
*Graphic organizers out/take home Kurzweil which will allow
with fill in the banks it to be read to them

35. Practical Application con’t
Topic Beginning UDL Intermediate Advanced UDL
UDL
Testing *Type class tests into
Word allowing you to
*Allow students to use
text reader software to
*Create online practice
tests using websites
easily modify for read the test questions like
students either by as needed. quizstar.4teachers.org
shortening or adding *Us a Palm (PDA) for *Create MP3 audio file
different questions students to check out of test by converting
*Allow various ways to and take test/quizzes Word Doc. containing
demonstrate skill you have created text using
*Provide models (visual/ *Provide different Kurzweil/RWG.
text) of important assessment methods
content or correct (student created
approach to answering PowerPoint, video clip,
Q’s. or project)
*Present items in
predictable hierarchy
*Simplify language
*Read test orally
*Use errors to modify
instruction
*Offer optional
test/quizzes
*Provide
feedback/Rubrics so
students know what to
correct

36. Practical Application
con’t
Topic Beginning UDL Intermediate Advanced UDL
UDL
Reading *Use pre-packaged
(K-4) reading software
*Use Text Reader
software such as
*Use Text Reader
software with
such as Reader Rabbit Kurzweil/RWG to Accessible Digital
or Broderbund Living access high interest Textbooks either on CD
Books. content from the Rom or the Internet
*List on paper/board Internet or free offered by major
main themes before content found at textbook publishers
reading www.bartelby.com
*Use interest surveys
to guide reading
activities & content

37. Practical Application
con’t
Topic Beginning UDL Intermediate Advanced UDL
UDL
Writing *Provide word lists or
manipulatives to help
*Allow students to use
word processing
*Use word prediction
software such as
students generate software such as MS Kurzweil/WordQ/RWG,
topics and ideas Word to create review with audio feedback for
*Use digital camera and edit writing samples editing & revising
pictures or Internet to *Build graphic *Use online journals for
help students generate organizers to represent research and story
ideas ideas and writing generation
concepts (paper or
Inspiration software)

38. Discussion
• “If I was an employer, would I value
your ability to find information in a
timely manner, or would I prefer to
penalize you from the fact that you
didn't know it” Dave Edyburn

39. “Where there was once an
observer, let there now be a
participant.”
- Eliot Eisner

40. To Kill A Mockingbird
• My attempt at creating a UDL lesson
plan for teachers to engage all
learners
http://tkamforall.pbwiki.com/

41. In-Class Activity
http://csw110.pbwiki.com/Week-2
Check out 4 of the websites below. While viewing them
think about what they have in common. Do they provide
multiple, flexible methods of presentation, flexible methods
of expression and apprenticeship and flexible options for
engagement
• Childtopia – this a interactive site for the younger audience. Students will
fun with learning by playing the games, learning to draw, arts and crafts,
listening to tales, completing learning worksheets, they will learn to draw
numbers and letters and work through activities that involve listening and
reading comprehension
• Kidsclick - Web search that was designed for students by librarians
• Scholastics Online Activities – Students and teachers can choose a topic
and activity from grades K-12. You can select from a list of interactive
online activities, teacher strategies and lesson plans.

42. More Great Websites
• School District 71 - This link is to the Social Studies resources on the
Courtenay’s website. The reading material is graded by degree of
challenge.
• School Time Games – this site has many fun learning activities for
students, ages 9 and up. Students can play games, puzzles, and activities
that are connected to major subject areas in today's school curriculum.
• Science Up Close - Great science site for Grades 1-6. It was created by
HMH – Harcourt Schools. It provides students to learn through a variety
of modalities. It is interactive and very entertaining. Some chapters have
the option of turning CC on or having the descriptions read
• Silly Books – At this site you will find animated books, children's music,
puzzles and games that entertain kids while promoting child literacy. Your
students can publish their stories here.
• Windows to the Universe – This site provides learning materials of the
same content at the beginner,
• intermediate and advanced level. It discusses topics about the solar
system, our planet, astronomy and the universe

43. What have we
learned?
(10 minutes)

44. Next Week
Readings
• Communication Devices - Assistive Technology Quick Reference Series by Tech
Connections - this pdf provides a nice overview of available devices
Resources
• This is an excerpt from
AAC: A Way of Thinking Supporting Augmentative & Alternative Communication Technologies in t
Assignment #2 Boardmaker
Develop two different visual supports using Boardmaker. Students will be
expected to create two different visual supports using pictures/symbols from the
program, Boardmaker. The visual supports should be suitable for use by/with an
individual in a specific school or community situation. In addition, students will
turn in a brief description of the situations that they had in mind, and the
reasons why they chose the pictures/symbols that they did. Total Mark 30%