Universal Design for Learning. (UDL). What is UDL ?. UDL is an approach to designing curriculum, instruction, materials and content to benefit students of all learning styles without adaptation or retrofitting. UDL provides for equal access to
UDL is an approach to designing curriculum, instruction, materials and content to benefit students of all learning styles without adaptation or retrofitting.
UDL provides for equal access to
learning – not just to information.
UDLremoves the barriers to access -
not the challenges…
UDL really got its start with the advent of the civil rights and special education legislation that emphasized the right of all students to a free, appropriate public education in the least restrictive environment. It really jumped with advancements in architectural design (disabilities), development in educational technology (print) and discoveries in brain research.
Neurosciences reveals that learning differences are as varied and unique as our own DNA or fingerprints.
3 Primary Brain Networks Come Into Play
1. Recognition Network (“The What”) – Gathering of facts and categorizing what we see, hear and read.
2. Strategic Network (“The How”) – Planning,
performing tasks, organizing and expressing ideas.
3. Affective Network (“The Why”) – How learners get engaged and stay motivated. How they are challenged, excited or interested.
Various methods of presentation can allow
students to learn in their
Ex. – Placing content online allows students to gain the information by lecture and text. Additionally, students with visual impairment can tape record the lecture – capturing the notes in alternate format. Utilizing technology – such as putting information on a power point, podcast, webinar, etc. will all help to meet the needs of the multitude of diverse learners.
Expression allows students to have
multiple means of demonstrating mastery.
Ex. – Allowing students to demonstrate or express knowledge in a subject by doing an oral presentation vs. writing a paper or by taking a test. Using technology for students with a speech impediment (unable to present the information orally), another example would be to use technology to help students with a fine motor disability (difficulty taking a written exam).
Providing flexible ways with course content,
teaching strategies, technology, etc. for
students to engage in the learning process.
Ex. – Having a variety of on-line options that allow foreign language students to practice fluency and comprehension at a reading level that is appropriate for them.
Ohio Department of Education
or one size does not fit all –
How do we create a curriculum that takes the individual needs into consideration?
This is where design comes into play….
Quantity – items the learner will need to complete
Time – the time allotted for learning
Level of Support – what is needed for student to be on task
Input – the way instruction is delivered
Output – the way the student needs to respond
Difficulty – the skill level needed/rules to go by etc.
Participation – extent learner is actively engaged with task
Alternate Goals – goals/outcome expectations w/same materials
Substitute Curriculum – differentiate instruction & materials
do not change
Visual Perception Problems?
1. Student works very slowly on printed assignments or tests
2. Skips words or reverses words when reading aloud
3. Has difficulty w/written directions from board/printed page
Has difficulty following a series of oral directions
Has difficulty remembering what is heard
Has trouble distinguishing between sounds/words - ex. d-t-e
Group Activity- Take problem assigned and come up with accommodations/interventions and who you would involve with your course of action(s).
(Groups of ____ - 1 Person from Group to Share)
1. Use peer mentoring, group discussions and cooperative learning situations rather strictly lecture.
2. Use guided notes – enabling students to listen for concepts without copying notes off of the overhead.
3. Periodically update course materials.
4. Provide a comprehensive syllabus / develop study guides.
5. Differentiate instructional methods, provide illustrations, handouts, auditory and visual aids.
6. Clarify feedback or instructions – ask for/pose questions.
7. Relate a new topic to one already learned- using real-life
examples whenever possible.
8. Permit/encourage the use of adaptive technology.
9. Give frequent exams – shorter in length.
Focus for Learning
Assessment of Data
Prior Content (Knowledge/Sequence/Connection)
Knowledge of Students
2. Instruction and Assessment:
Assessment of Student Learning
Collect and Chart the data
Analyze the data
Establish shared expectations for implementing specific changes
Implement changes consistentlyand
Collect, chart, and analyze post data.
Students scattered around the room – some at laptops using screen reading software, some at IPADs, listening to them – others using IPODs – touching them to record notes and some reading the textbook and taking notes on paper.
What would you think?Poor teaching? Bad classroom? or
Step into their shoes-
A student has a hearing impairment or a noticeable physical disability – we may be sympathetic to their needs but do we really know or understand what they are experiencing – especially on an emotional level?
Tiered Levels of Support
or Community Meeting
It is estimated that 57% of students with disabilities spend 80% of their day in the general education classroom. If we pay attention to our Design for Learning, these students will not only be successful and want to learn more - these successful students will help to provide
for a more positive learning environment for everyone…
“If we recognize the limits of
normal education, overcoming
those limits will make education
better for everyone…”
Dr. David Rose - Center for Applied Special Technologies (CAST)
Video: From Bach to GaGa
Music Lessons for Special Education
Dr. David Rose –CAST( Center for Applied Technology )
Expression at 31:00 (6 min.)
Disability in Music – 58:30 (3.5 min.)