Universal Design for Learning:
A framework for access and equity
presented by
Jenna Gravel, CASTDr. Patti Ralabate, NEA
Dr. Lisa Thomas, AFT
Session agenda
Defining and understanding Universal design Universal design for learning (UDL)
UDL as a vehicle for equity & access Principles & examples
Resources
Q/A
What does access to learning mean?
Early implementation
Retrofitting
• Solves only one problem
• Can be costly
• Many are UGLY!
Universal design (UD) principles
• Not one size fits all
• Design from beginning; not add on later
• Increase access opportunities for everyone
UD examples
• Ramps
• Curb cuts
• Electric doors
• Captions on television
• Easy-grip tools
UD solutions
Who benefits?
Who benefits?
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
Why UDL?
Current instructional practices are not appropriate for all learners
Existence of academic achievement gaps
Benefits of accessibility vs. retrofitting
Goals of UDL
Improving access, participation & achievement
Eliminating or reducing physical & academic barriers
Valuing diversity through proactive design
Access & Equity is Built-in
Designed from the outset to meet the needs of all students
Principles of UDL
Multiple
means of representation
means of action and expression
means of engagement
- CAST -
UDL principles in action
Multiple Means of RepresentationExamples
Read aloud
Highlight phrases
Listen to audiotape
Text-to-speech
Built-in talking glossary
Built-in language translation
CAST’s UDL Editions
Alternatives for visual info: Text-to-speech
Decoding/cross-linguistic understanding: Text-to-speech, translation
Define vocab and symbols: Multimedia glossary, figurative language
Activate background knowledge: Links to background knowledge
CAST’s UDL Editions
TTS and Translation TextHelp Toolbar
Multimedia Glossary Vocab support
Figurative LanguageLiterary devices
Background KnowledgeActivate
and supply
Multiple Means of Action and Expression Written response
Verbal response
Visual art project
Dramatic response
iMovie (Macintosh)
Multimedia: Power Point, Hyperstudio
What does it look like?
Multiple Means of Action and Expression
What does it look like? Options that allow
for different physical responses
• pointing• mouse/joystick• manipulatives• range of rate, timing• range of motor actions
What does it look like?
Options that offer tools for composition and problem-solving
•Spellcheckers, grammar checks, word prediction software•Speech to text, audio recording•Sentence starters, sentence strips•Story webs, outlining tools, concept maps•Computer-Aided-Design (CAD)
What does it look like?
Options that offer tools for planning and strategy development
•Embedded prompts•Checklists and project planning templates• Schedules of steps•Embedded coaches or mentors•Guides for breaking long-term goals into reachable short-term objectives
Multiple Means of Engagement
Keep ongoing personal journal
Use archived resources
Flexibility in use of tools to access information
Choice in means of expression
Flexible grouping strategies
Managing Student Behavior – Multiple Means of Engagement
Activity – creating classroom or school-wide
rules Be kind Be safe Be cooperative Be respectful
Options that enhance value: personal journal
Options that enhance salience of goals: use archived resources
Options that foster communication: school-wide PBIS Program
Options that guide expectations: self-regulatory goals
Options that develop reflection: collecting and displaying data
Options That Enhance Value
Personal journal Record how negative behavior is
addressed in various cultures Model what “Be respectful” looks like
across multiple settings Connect relevancy to school and cultural
norms
Options That Enhance Salience of Goals
Use archived resources
Review previous class or school data
Identify class or school goals for appropriate behavior
Set target goals – individual, class, and/or school
Options That Foster Communication
Schoolwide Behavior Support Programs Peer tutoring and monitoring Differentiated goals and supports Prompts that guide students
Options That Guide Expectations
Self-regulatory goals Create prompts that focus on goals Provide opportunities for reflection Model desired behavior Create plan for maintaining goals
Options That Develop ReflectionCollecting and displaying data Assist students in collecting data Determine ways in which data will be
displayed Compare to archived data Show explicit connection – individual,
classroom, school, community
Managing Student Behavior
“Creating classroom norms, expectation, and
rules are a golden opportunity to establish and
sustain student engagement, use it.”Dr. Mary Magee Quinn, Researcher
ResourcesCenter for Applied Special Technology
www.cast.org
National Task Force on UDLwww.udl4all.org
IDEA Partnership Community of Practice - UDL www.sharedwork.org
NEA Research Spotlight on UDL http://www.nea.org/tools/29111.htm
Online Resources
National Center on UDL
Center for Implementing Technology in Education
www.cited.org
National Symposium on UDL and
Inclusive Practices
http://ondemand.neaacademy.org
http://www.udlcenter.org/Teaching Every Student in
the Digital Age
http://www.cast.org/teachingeverystudent/
Print ResourcesUniversal Design for Learning (UDL): Making learning accessible and engaging for all
students. (NEA, 2008)
A Practical Reader in Universal Design for LearningEdited by David H. Rose and Anne Meyer (Harvard Education Press, 2006)
NEW!! A Policy Reader in Universal Design for LearningEdited by David T. Gordon, Jenna W. Gravel, and Laura A. Schifter (Harvard Education Press, 2009)
The Universally Designed Classroom: Accessible Curriculum and Digital TechnologiesEdited by David H. Rose, Anne Meyer, and Chuck Hitchcock (Harvard Education Press, 2005)
Teaching Every Student in the Digital Age: Universal Design for LearningDavid H. Rose and Anne Meyer (ASCD, 2002)
Comments …
Questions ???
Ahas !!!
Takeaways???