Universal Design for Learning:Universal Design for Learning:Meaningful Access to the General Ed Meaningful Access to the General Ed Curriculum for All StudentsCurriculum for All Students

Ricki SabiaNational Down Syndrome Society

rsabia@ndss.org

© CAST, Inc.

Universal Design in Universal Design in Architecture and Architecture and ProductsProducts

Curb CutsCurb Cuts

RampsRamps

Captions on TVCaptions on TV

ElevatorsElevators

Easy Grip ToolsEasy Grip Tools

The Challenge in The Challenge in EducationEducation Unprecedented diversity of

learners in classrooms

Barriers to learning arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.

Teachers feeling overwhelmed.© CAST, Inc.

Universal Design for Learning (UDL)

Applies concept of Universal Design to education

Principles developed in the 1990’s by the Center for Applied Special Technology (CAST-www.cast.org)

Federal support for UDL research, dissemination since 1999

© CAST, Inc.

.

UDL BenefitsUDL Benefits

Recognizes the reality of Recognizes the reality of classroom diversityclassroom diversity

Scientifically valid framework and Scientifically valid framework and set of principles for accessible set of principles for accessible curriculum designcurriculum design

Provides physical and cognitive Provides physical and cognitive access to curriculumaccess to curriculum

© CAST, Inc.

UDL Benefits (continued)

Minimizes retrofitting by teacherMinimizes retrofitting by teacher

Supports meaningful access to Supports meaningful access to the general education curriculum the general education curriculum and successful inclusion in and successful inclusion in general education classgeneral education class

© CAST, Inc.

“Universal”

““Design”Design”

•Curriculum must be designed from the beginning to be flexible.

•Must be customizable to provide both challenge and supports for many levels of abilities and learning styles

•Digital text is more flexible than printed text

•However, low tech options can be used© CAST, Inc.

© CAST, Inc.

Visual displayVisual display

© CAST, Inc.

Visual displayVisual displayhttp://www.harcourtschool.com/menus/harcourt_hohttp://www.harcourtschool.com/menus/harcourt_horizons/topmenu/index.htmlrizons/topmenu/index.html

© CAST, Inc.

Auditory displayAuditory display

© CAST, Inc.

Embedded Learning SupportsEmbedded Learning Supports

Embedded Strategy SupportsEmbedded Strategy Supports

Embedded Background KnowledgeEmbedded Background Knowledge

Embedded Vocabulary SupportsEmbedded Vocabulary Supports

Embedded Options for RespondingEmbedded Options for Responding

© CAST, Inc.

““For Learning”For Learning”

© CAST, Inc.

UDL and the Learning BrainUDL and the Learning Brain

Recognition networksStrategic networksAffective networks

© CAST, Inc.

UDL and the Learning UDL and the Learning BrainBrain

Recognition networks: “the what of learning”

Recognition Network

© CAST, Inc.

What do you see?

© CAST, Inc.

© CAST, Inc.

Recognition NetworkRecognition Network

UDL Principle: UDL Principle:

Multiple Means of Multiple Means of RepresentationRepresentation– Supports learning by providing:Supports learning by providing:

options for options for perception (interpreting perception (interpreting sensory information)sensory information)

options for options for understandingunderstanding languagelanguage

options for options for understanding conceptsunderstanding concepts

© CAST, Inc.

UDL and the Learning UDL and the Learning BrainBrain

Strategic networks: “the how of learning”

plan, execute, and monitor actions and skills

Strategic Network

© CAST, Inc.

Strategic NetworkStrategic Network

MotorMotor– WriteWrite– DrawDraw– SpeakSpeak– ManipulateManipulate

Executive FunctionsExecutive Functions– PlanPlan– OrganizeOrganize– MonitorMonitor– AdjustAdjust– ReflectReflect

© CAST, Inc.

Dog Dog

CatCat

BikeBike

GrassGrass

BuildingBuilding

Memorize These Words

TreeKiteZoo

HousePatio

© CAST, Inc.

Learning Strategies and the Learning Strategies and the BrainBrain

© CAST, Inc.

Strategic NetworkStrategic Network

UDL Principle:UDL Principle: Multiple Means of Action and Multiple Means of Action and

ExpressionExpression

– Supports learning by providing:Supports learning by providing:

options for options for physical actionsphysical actions

options for options for expressive skillsexpressive skills

options for options for executive functionsexecutive functions

© CAST, Inc.

UDL and the Learning Brain

Affective networks: “the why of learning”

Affective Network

© CAST, Inc.

Affective NetworkAffective Network

UDL Principle:UDL Principle: Multiple Means of EngagementMultiple Means of Engagement

– Supports learning by providing:Supports learning by providing:

options for options for creating interest creating interest

options for options for sustaining effort and sustaining effort and persistencepersistence

options for options for self-regulationself-regulation

© CAST, Inc.

Remember the Three NetworksRemember the Three NetworksThey must work togetherThey must work together

Affective Network

Strategic Network

Recognition Network

Remember the Three Remember the Three PrinciplesPrinciples

1. 1. Multiple Means of Multiple Means of RepresentationRepresentation– Recognition networkRecognition network

2. Multiple means of Expression 2. Multiple means of Expression

-Strategic network-Strategic network

3. Multiple Means of 3. Multiple Means of EngagementEngagement– Affective networkAffective network

© CAST, Inc.

http://www.cast.org/publications/UDLhttp://www.cast.org/publications/UDLguidelines/version1.html guidelines/version1.html

UDL in Practice

Apply the three principles to the four pillars of curriculum: educational goals, materials, methods, and assessments

This ensures all three brain networks are engaged at the same time to optimize learning and accurate assessment!

Instructional Goals

Traditional: The means for accomplishing the goals are interwoven into the instructional goal.

UDL: The means for attaining the goals can be individualized.

Instructional Materials

Traditional:The materials are mostly print; everyone gets the same materials

UDL: Use a variety of levels of printed text, digital, video, audio materials etc.

© CAST, Inc. http://bookbuilder.cast.org/

Digital Examples of Materials:

Bookbuilder

UDL Editionshttp://udleditions.cast.org/

UDL Editions take advantage of the flexibility of digital media to reach and engage all learners. Leveled supports and the Texthelp Toolbar balance challenge and support for each learner, ages 10 and up.

Also see Thinking Reader http://www.tomsnyder.com/products/

product.asp?SKU=THITHI&Subject=LanguageArt

s

Kurzweilhttp://www.kurzweiledu.com/

Kidspirationhttp://www.inspiration.com/Kidspiration

Inspirationhttp://www.inspiration.com/Inspiration

Odyssey

Power Point

Don Johnston Start to Finish Productshttp://www.donjohnston.com/products/start_to_finish/

Teaching Methods

Traditional:Usually lecture style, homogenous

grouping, unsupported note-taking UDL: Avoid limiting presentation style. Frequent questions, clarification,

interactivity Heterogeneous working groups  Provide adapted materials for

note-taking

AssessmentsTraditional:

Administer the end-of-chapter test, which consists of multiple choice and short essay answers.

UDL: Ensure test objectives match

instructional objectives If needed consider alternate means

of delivery, modification of assessment content, different question format

National UDL Task Force Coalition of 38 national general

education and disability groups; some with counterparts at state/local level

Mission: promote implementation of UDL through policy and dissemination of information to stakeholders

Biggest Challenge—get recognition that this is for ALL students not just a special education issue.

Federal Level-Task ForceAction Steps Higher Ed Act – incorporated UDL

language in reauthorized Act

ESEA/NCLB- had briefing and presented draft language

IDEA-needs UDL language, not just UD

What You Can Do-Advocacy for UDL

National Level

Educate your Representative and Senators and/or their staff about UDL

Respond to NDSS alerts

Advocacy for UDL-State

Create State coalition of stakeholders

Statewide conference on UDL.

Inform State officials/get legislation

Encourage State UDL strategic plan and get UDL in technology plan

Advocacy for UDL-Local

Meet with Board of Ed members and testify at budget hearings

Encourage strategic collaboration between departments: curriculum,

technology, staff development,, Special Ed ESOL, gifted programs

Volunteer on committees

Advocacy for UDL-School Have one-one conversations with

principal, teachers and other parents Present at staff and PTA meetings Recruit them to advocate with you Encourage attendance at CAST

Instituteshttp://www.cast.org/pd/institute/

index.html