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Universal Design for Learning: Supporting ALL students in their learning. presented by the NEA IDEA Special Education Resource Cadre. Note of Appreciation to. Rebecca Beck, Center for Applied Special Technology (CAST) Dave Edyburn, University of Wisconsin

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Presented by the nea idea special education resource cadre

Universal Design for Learning:Supporting ALL students in their learning

presented by the

NEA IDEA Special Education Resource Cadre


Note of appreciation to

Note of Appreciation to

  • Rebecca Beck, Center for Applied Special Technology (CAST)

  • Dave Edyburn, University of Wisconsin

  • Beth Mineo Mollica, University of Delaware

  • David Rose, Center for Applied Special Technology (CAST) and Harvard University

  • Grace Meo, Center for Applied Special Technology (CAST)

  • Mary Ann Siller, American Foundation for the Blind

    for their collaboration on development of this presentation


Essential questions

Essential Questions

  • What is Universal Design?

  • What is Universal Design for Learning

  • What are the elements of UDL?

  • What are examples of UDL?


Presented by the nea idea special education resource cadre

“Consider the needs of the broadest possible range of users from the beginning”

- Ron Mace, Architect -


Universal design ud principles

Universal Design (UD) principles

  • Notone size fits all

  • Design from beginning; not add on later

  • Increase access opportunities for everyone


Activity what does universal design mean to you

Activity: What does Universal Design mean to you?

Think about what you see in and round your life.

  • Curb cut outs . . .


Examples of ud

Examples of UD

  • Wider doors

  • Accessible bathrooms

  • Handicap parking spaces

  • Large print books/programs

  • Elevators

  • Escalators

  • Electric doors

  • Captions on television

  • Easy-grip tools

  • People movers

  • Ramps


  • Universal design and universal design and learning video

    Universal design and Universal Design and Learningvideo


    Ud and education

    UD and education

    To support the use of technology, including technology with universal design principles and assistive technology devices, to maximize accessibility to the general education curriculum for children with disabilities.

    PL 108-446 Sec. 611(e)(2)(C)(v)


    Priority schools campaign

    Priority Schools Campaign


    Http www udlcenter org resource library videos udlcenter udl video0

    http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0


    Current supports for udl

    Current supports for UDL

    • Federal

      • Statutes and regulations

      • NIMAC and NARAP

    • State

      • State standards and benchmarks

      • Curriculum adoption policies

    • Local

      • Evolution of general educator and special educator roles

        • Cast.org


    Current supports for udl continued

    Current supports for UDL (continued)

    • National Instructional Materials Accessibility Standard (NIMAS)

    • National Instructional Materials Access Center (NIMAC)

    • National Accessible Reading Assessment Project (NARAP)


    Universal design for learning udl

    Universal design for learning (UDL)

    • More ways to access…

    • More ways to participate…

    • More ways to demonstrate learning…

    • Potentially more progress in…

      • the general education curriculum for all learners


    Goals of udl

    Goals of UDL

    • Improving access, participation, and achievement

    • Eliminating or reducing physical and academic barriers

    • Valuing diversity through proactive design


    Why is udl necessary

    Why is UDL Necessary?

    • Individuals bring a huge variety of skills, needs, and interests to learning.

    • Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints.

    • Three primary brain networks come into play:


    Udl what it is

    UDL, what it is


    Http www udlcenter org resource library videos udlcenter udl video1

    http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video1


    Why udl

    Why UDL?

    • Schools face sanctions if test scores “fail” to meet state goals.

    • The greater the diversity of a school, the greater the chances for “failure” to meet the goals.

    • THUS, schools need to find ways to better meet the needs of all students!


    Why udl continued

    Why UDL? (continued)

    • Current instructional practices are not appropriate for all learners

    • Existence of academic achievement gaps

    • Benefits of accessibility vs. retrofitting


    Principles of udl

    Principles of UDL

    • Multiple

      • Representations of Information--What of learning

      • Means of Expression--Demonstrate the How

      • Means of Engagement--Cement the Learning

        - CAST -


    Multiple representations of information

    MultipleRepresentations of information

    Provide Multiple Means of Recognition and Access

    Consider multiple means of reprentantion for access to the learning . . . .

    the way information is presented

    Why—reduces barriers in instruction


    Multiple representations of information1

    MultipleRepresentations of information

    • Perception—same information different sensory modalities

    • Read aloud, text size

    • Language and symbols linguistic and non linguistic

      • Math manipulatives, hyperlinks

    • Comprehension

      • Concept maps, templates


    Multiple means of expression

    Multiple Means of expression

    Provide Multiple means of Action and Expression

    Strategic Participation student responds or demonstration of knowledge and skills

    Why--Provides appropriate accommodations, supports and challenges


    Multiple means of expression1

    Multiple Means of expression

    • Physical action, motor, strategic and organizational abilities

      • Reduce barriers, alternative rates

    • Expressive skills and fluency

      • Mentors, sentence strips

    • Executive Function—overcome impulse

      • Guided questions, embed stop and think


    Multiple means of engagement

    Multiple Means of engagement

    Provide Multiple Means of Engagement

    Affective Demonstration of learning

    How students are engaged

    Why?—Maintains high

    achievement expectations


    Multiple means of engagement1

    Multiple Means of engagement

    • Recruiting Interest

      • Levels of challenge, authentic outcomes

    • Sustaining Effort and persistence

      • Collaboration, handheld scheduling tools

    • Self-regulation—Extrinsic Environment

      • Prompts, feedback, scaffolds


    Tradition vs udl

    Tradition vs. UDL

    • Printed Material, everyone gets the same information OR

    • Variety levels of Print, digital, video, audio

    • End of chapter multiple choice, short answer assessment OR

    • Match objectives to instruction, alternate means of modification of content


    Diversity of learners video

    Diversity of Learnersvideo


    Universal design for learning udl1

    Universal design for learning (UDL)

    • More ways to access…

    • More ways to participate…

    • More ways to demonstrate learning…

    • Potentially more progress in…

      • the general education curriculum for all learners


    More students are

    More students are…

    • Engaged in their own education

    • Learning at greater breadth and depth

    • Achieving to higher levels

    • Motivated to continue learning


    More educators are

    More educators are…

    • Planning diverse classrooms

    • Recognizing and articulating what works

    • Spending more time on instruction and facilitating learning

    • Responding effectively


    Implementing udl the payoff

    Implementing UDL: The Payoff

    http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines#video5


    What is next for udl

    What is next for UDL?

    Universally-designed products for instruction and assessment are becoming the industry standard


    What can you do now

    What can you do now?

    • Demand universally-designed products!!!

    • Incorporate UDL into your instruction

    • Share your UDL-designed plans with others

    • Advocate curriculum adoption policies that require incorporation of UDL principles


    What s next

    What’s Next?

    • Create a statement on how you will use the information you have learned today.

    • Points to consider:

      • How to start the conversation

      • Increase access to the curriculum opportunities

      • Designing from the beginning

      • UDL Principles

        • Presentation, Expression, and Engagement


    Essential questions1

    Essential Questions

    • What is Universal Design?

    • What is Universal Design for Learning

    • What are the elements of UDL?

    • What are examples of UDL?


    Resources

    Resources

    • National Education Association

      • http://www.nea.org/assets/docs/PB23_UDL08.pdf

    • Center for Applied Technology

      • www.cast.org

    • UDL Center

      • http://www.udlcenter.org/

    • IDEA Partnership

      • www.ideapartnership.org

      • www.sharedwork.org

    Resource handout


    Presented by the nea idea special education resource cadre

    Thank you for attending!

    Good luck with using UDL in your classroom.


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