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UDL
and Online Learning for Students with Disabilities
Skip Stahl, CAST
March 3, 2014
UDL Theory & Practice 2014
http://http://udltheorypractice.cast.org
The UDL Guidelines
Center Research Design
What design features of online learning content and delivery systems facilitate or impede the progress of SWD in online learning?
Students What strengths and weaknesses—sensory, physical,
cognitive interpersonal ,etc.—impact the access, participation and progress of SWD in online learning?
Context What contextual variables—policies, placement,
procedures, educator/parent expertise and involvement, etc.—improve/impede student achievement?
Online Learning Models
Who is Attending?
Virtual schools in the U.S. 2013: Politics, performance, policy, and research evidence
DesignUDL:
Multiple Means of Representation
Multiple formats and media Multiple examples Critical features Context and background knowledge
Design: AccessibilityUDL:
Multiple Means of Representation
Office of Civil Rights;
“As the use of emerging technologies in the classroom increases, schools at all levels must ensure equal access to the educational benefits and opportunities afforded by the technology and equal treatment in the use of the technology for all students, including students with disabilities.”
May 26, 2011
Design: Accessibility A Sampling of Online Products
Design: Accessibility A Sampling of Online Products
Design: Accessibility A Sampling of Online Products To date, 89 products profiled
25 have a VPAT available on the product's website
29 have product accessibility information available but
with no VPAT available
39 do not have product accessibility information listed
Design: Accessibility Resources for Evaluating Accessibility
Domain Evaluative Tool Resource Location
Purchasing/Materials
AcquisitionPALM guidance resources
http://aim.cast.org/learn/practice/palm#.UkERiRbT0ts
Learning Management
Systems(LMS)
VPAT http://centerononlinelearning.org/resources/vpat/
Cannect http://projectone.cannect.org/online-education/lms-accessibility.php
Website Content WAVE http://wave.webaim.org
Open EducationalResources
(OER)
Achieve Rubrics http://www.achieve.org/files/AchieveOERRubrics.pdf
Design: Accessibility Beyond Accessibility to UDL
Recognition
Strategic
Affective
Design: UDL UDL Scan Tool- A tool, based on the UDL Guidelines, for
analyzing the components of digital content & delivery.
Design: UDL UDL Scan Tool
Design: Accessibility Beyond Accessibility to UDL
Recognition
Strategic
Affective
Design: Example UDL Editions (http://udleditions.cast.org/)
Design: Example
Prompts
TextHelp Toolbar
Design: Example Author’s
Craft
Design: Build Your Own http://bookbuilder.cast.org/
Design: Build Your Own
Text Images
“Coach” support
MultimediaGlossary
Embeddedaudio
TextHelpToolbar
Enrollment
http://www.connectionsacademy.com/blog
Students
UDL:
Multiple Means of Engagement
Choice of ContentChoice of ToolsChoice of RewardsChoice of Context
Personalization
PersonalizationBig Data + Analytics = Personalization
Personalization
Big Data = logon/logoff; dwell time, wayfinding, embedded assessment
Analytics = collection, analysis & reporting of data for customization, prediction & personalization
Student Centered Learning = situated, progressive, generative, self-paced & competency-based
Personalization
Big Data + Analytics = Student Centered Learning
Baby Name Voyager http://www.babynamewizard.com/voyager#
Personalization
Big Data + Analytics = Student Centered Learning
Baby Name Voyager http://www.babynamewizard.com/voyager#
Personalization
Big Data + Analytics = Student Centered Learning
http://www.seneye.com/
Context
UDL:
Multiple Means of Action & Expression
Flexible ways to demonstrate learning Models Feedback Practice (with supports)
Two Students
Two groups of students, one with Down Syndrome, the other with Williams Syndrome, were asked to draw the following from immediate memory…
Lenhoff et al. (1997)
Two Students Williams Syndrome
Down Syndrome
Two Students Two groups of students, one with Down
Syndrome, the other with Williams Syndrome, were asked to make up a story using this picture sequence…
Two Students Williams Syndrome
Once upon a time when it was dark at night, the boy had a frog. The boy was looking at the frog, sitting on the chair, on the table, and the dog was looking through, looking up to the frog in a jar. That night he sleeped and slept for a long time, the dog did. But the frog was not gonna go to sleep. The frog went out from the jar. And when the frog went out, the boy and the dog were still sleeping. Next morning it was beautiful in the morning. It was bright, and the sun was nice and warm. Then suddenly when he opened his eyes, he looked at the jar and then suddenly the frog was not there. The jar was empty. There was no frog to be found.
Down SyndromeThe frog is in the jar. The jar is on the floor. The jar is on the floor. That’s it. The stool is broke. The clothes is laying there.
Key UDL Points Variability exists across all learners Variability exists across all preferences for how
information is presented, how learners express their skills & abilities, and how learners are engaged.
Clear instructional goals – and not confusing the means for achieving the goal with the goal itself– should guide assessments, instructional practice and the selection of curricular materials.
Key Online Learning Points Select digital materials & delivery systems that
are flexible enough to support a wide array of student needs
Take advantage of the progress monitoring capabilities of digital learning systems & materials to customize education for students at the point of instruction.
Encourage & support peer-to-peers interactions as a part of the instructional episode.
For More Information
For more info on the Center,
Visit us at: centerononlinelearning.com
Contact us at: [email protected]
