App 4 Fish Erg

8/14/2019 App 4 Fish Erg

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Universal Design forLearning

(UDL)Education 6714

Gayla Fisher


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What is UDL? The central practical premise of

UDL is that a curriculum shouldinclude alternatives to make itaccessible and appropriate forindividuals with differentbackgrounds, learning styles,abilities, and disabilities in widely

varied learning contexts. The"universal" in universal designdoes not imply one optimalsolution for everyone. Rather, itreflects an awareness of theunique nature of each learnerand the need to accommodatedifferences, creating learningexperiences that suit the learnerand maximize his or her ability toprogress. (Center for AppliedScience and Technology website)


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Three Principles of UDLPresent information, concepts, and ideas

Plan and execute learning tasks

Get engaged and stay engaged in the learning


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Why is UDL necessary?

Provides flexibility in the ways information ispresented, in the ways students respond and

in the ways students are engagedStudents have varied skills, abilities, needs,

interests, backgrounds, and learning styles


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How can UDL assist students?Curriculum is made flexible and customizable

so that individuals can learn in ways thatwork best for them

High standards are achieved through differentmeans in the UDL curriculum

Reduces barriers in instruction

Provides appropriate accommodations,

supports , and challenges, and maintainshigh standards for all students, includingstudents with disabilities


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Principles of udl framework

Principle one:Multiple methods of presentation

How we teach

Enable learners to identify and understand ideas and

concepts.


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Example of principle oneTo reduce barriers to learning, it is important

to provide instruction through differentsensory modalities (vision, hearing or touch)

Vision enlarged text

Hearing- sounds amplified


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Principle twoMultiple means of action and expression

How students respond to what we teach

Enable learners to plan, execute, and monitoractions


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Example of principle twoAssistive technology can be used to assist

students who are physically disabled or haveother types of barriers.

Provide option for physical actionAssistive technology device examples:

Voice activated switches, expanded keyboards


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Examples for expressive

Different modalities for expression should beprovided for all students.

Drawing

Video

StoryboardsKidspiration/Insirpation

Speech recognition software


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Principle threeMultiple means of engagement

How well students interests are integrated inthe presentation

Enable learners to engage with tasks andlearning with the world around us


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Examples of principle threeProvide students with choices through:

Alternative methods to complete assignments

Ensure that every student is working at a

comfortable and appropriate stage ofdifficulty

Collaboration

Ongoing feedback and encouragement

Teach todays students with todays tools


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Udl and the learning brain

RecognitionStrategicAffective


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recognition The what of learning

Identify and interpret patterns of sound, light,

taste, smell and touch Identify and understand information, ideas,

and concepts


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Strategic networks the how of learning

Generate and oversee mental and motorpatterns

Enables us to plan, execute, and monitoractions and skills


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Affective networks

the why of learning

Evaluate patterns and give them significanceEnable us to engage in tasks and learning with

the world around us


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technologyThe technology now exists to make teaching

and learning more adaptable to meet theneeds of a wide range of students.

Proactive curriculum design is essential inlight of limited resources and limited timeto create individualized accommodations.


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Cast Learning ToolsWiggle Works is interactive books that provide

technology, literature and teacher supportto help students become successful readersand writers.

Research-based and proven model


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Strategy TutorHelps students read, research, and understand

information more efficiently.

Provides teachers an easy way to create web-based lessons with effective learning.


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Applying universal design to learningmaterials and activities can increase access

for learners with wide disparities in theirabilities to see, hear, speak, move, read, write,understand English, attend, organize, focus,engage, and remember.

Rose & Meyer, 2000, 2002


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ResourcesCenter for Applied Special Technology. (2009). UDL guidelines,

version 1.0. Retrieved from http://www.cast.org/publications/UDLguidelines/version1.html

Learning Through Listening.(2009). Retrieved from

http://www.learningthroughlistening.org/Universal-Design-for-Learning-UDL//

The National Center on Secondary Education and Transition(NCSET). (2007). Vol. 1 December 2002. Retrieved from

http://www.ncset.org/publications/viewdesc.asp?id=707Rose, D., & Meyer, A. (2002). Teaching every student in the digital

age: Universal design for learning. Retrieved fromhttp://www.cast.org/teachingeverystudent/ideas/tes/
http://www.cast.org/publications/UDLguidelines/version1.htmlhttp://www.cast.org/publications/UDLguidelines/version1.htmlhttp://www.learningthroughlistening.org/Universal-Design-for-Learning-UDL/27/http://www.learningthroughlistening.org/Universal-Design-for-Learning-UDL/27/http://www.cast.org/teachingeverystudent/ideas/tes/http://www.cast.org/teachingeverystudent/ideas/tes/http://www.learningthroughlistening.org/Universal-Design-for-Learning-UDL/27/http://www.learningthroughlistening.org/Universal-Design-for-Learning-UDL/27/http://www.cast.org/publications/UDLguidelines/version1.htmlhttp://www.cast.org/publications/UDLguidelines/version1.html

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