Using UDL Principles

1. Using UDL Principles by James Backer, Ph.D. Cambridge College With thanks to CAST (Center for Applied Special Technology)

2. What is UDL? • Universal Design for Learning • Its origins are in architecture and in Lev Vygotsky’s learning theory.

3. Architect Ron Mace: • The Concept of Universal Design • “Consider the needs of the broadest possible range of users from the beginning” (with permission)

4. Consider the Barriers: • Access denied to people (including students) in wheel-chairs. • Access limited for people (including students) with lesser mobility problems

5. Consider the Solutions:

6. Ron Mace: “Consider the needs of the broadest possible range of users from the beginning.” • Saves the time, money, effort, and ugliness of “retrofitting” a structure • Enables the designer to create the final project as elegantly as possible

7. Unexpected Benefits • Modifications designed for one group may often benefit other groups.

8. Consider the Barriers: • Access denied to people (including students) in wheel-chairs.

9. Unexpected solutions: Bicycles Walkers Shopping carts Etc. Expected solution for people with wheel-chairs Consider the Solutions: curb-cut

10. CAST(Center for Applied Special Technology) • Applies concepts of Universal Design to education, using Vygotsky’s theories: • Universal Design for Learning (UDL)

11. Vygotsky’s Three Basic Elements for Learning: • Recognition of patterns • Strategies for acting upon patterns • Engagement in task (permission requested)

12. Recognition of patterns Multiple representation of content, options for various recognition systems UDL’s Extension of Vygotsky:

13. Strategies for acting upon patterns Multiple means of expression and control, supporting different strategic systems UDL’s Extension of Vygotsky:

14. Engagement in task Multiple options of engagement, accessing various affective systems UDL’s Extension of Vygotsky:

15. Multiple representation of content, options for various recognition systems Multiple means of expression and control, supporting different strategic systems Multiple options of engagement, accessing various affective systems UDL’s Extension of Vygotsky:

16. Other UDL Principles: • Careful consideration is given to the goals of instruction. • Teachers view students along continua of skill and style differences. • Teachers make thoughtful adjustments for learner differences. • Curriculum materials are flexible, varied, and diverse.

17. Other UDL Principles: • Curricula, methods and materials designed to meet the needs of the broadest possible range of learners • Supports for diverse learners are built in from the start • Frequently more effective for all learners, even the “typically developing”.

18. Legal Requirements for Accessibility in Education • Section 504 of the Rehabilitation Act (1973) • Individuals with Disabilities Education Act – IDEA (1975) • Americans with Disabilities Act – ADA (1990)

19. FAPE: Free Appropriate Public Education • Section 504, the ADA, and the IDEA require schools to provide students with disabilities with a FAPE. • Vast number of accommodations and modifications for FAPE occurs in regular classroom, rather than in Special Education classrooms.

20. Consider the Barriers: • Books and other traditional curriculum delivery vehicles may actually be inaccessible to many students!

21. Flexible sizes, fonts, font colors, background colors One Solution: Digital Text Prologue Romeo & Juliet Shakespeare

22. What else can you do with Digital Text? • Insert textual comments!!! • Definitions • Explanations • Guiding questions • Etc. • Insert Audio comments!!! • Insert visuals!!!

23. In MS WORD: Choose text with mouse

24. In MS WORD: Choose text with mouse INSERT - COMMENT

25. In MS WORD: Choose text with mouse INSERT – COMMENT Write in comment below

26. In MS WORD: Choose text with mouse INSERT – COMMENT Write in comment below When finished, click on “Close” button

27. In MS WORD: Later, mouse highlighted word

28. In MS WORD: Later, mouse highlighted word Get comment in text box

29. In MS WORD: Now for audio: Choose text with mouse

30. In MS WORD: Now for audio: Choose text with mouse INSERT - COMMENT

31. In MS WORD: Choose text with mouse INSERT – COMMENT Click on Audio Tape icon

32. In MS WORD: Record up to one minute of audio

33. In MS WORD: Record up to one minute of audio When finished, click on “close” button

34. In MS WORD: To listen to comment, click on speaker icon.

35. In MS WORD: Now for visuals: Choose text with mouse

36. In MS WORD: Now for audio: Choose text with mouse INSERT - COMMENT

37. In MS WORD: Choose text with mouse INSERT – COMMENT

38. In MS WORD: Choose text with mouse INSERT – COMMENT / INSERT- IMAGE Legally free image from Barrysclipart.com

39. Flexible sizes, fonts, font colors, background colors In WORD create comments Pop-up text Audio recordings Add visuals in lower comment area Get legally free Digital Text via CAST eText Spider http://www.cast.org/udl/index.cfm?i=1300 Text-To-Speech (T-T-S) For a commercial Demo of voices: http://readplease.com/rpdemo.phtml Digital Text

40. Best Educational T-T-S: • CAST e-Reader • Flexible digital text • T-T-S (flexible highlighting) • Word processor: notes & copy-and-paste • Other educational functions • Cost: • $199 for a single copy • Combo discounts available • http://cast.org/udl/index.cfm?i=211

41. Less Expensive Options: • TextAloud reads any on-screen text aloud and/or saves it as an mp3 file. $24.95 for single programs, site licenses less expensive http://www.nextup.com/ • ReadPlease is a free program for text copy-and-pasted to clipboard. http://readplease.com • HelpRead is a free program for “.txt” files. Poorer quality sound, but it’s free. http://helpread.com

42. Some Online & Offline Strategies & Techniques that support UDL: • 4 Steps to Curriculum Modification • Apprenticeship Learning • Reciprocal Teaching (Developed by Brown & Palincsar) • “Bobby”

43. 4 Steps for Curriculum Modification • Select concepts and principles from text and obtain understanding of essential lesson components. • Prioritize key concepts and principles. • Develop graphic representations relating concepts and principles. • Create student note-taking sheets organized around identified concepts.

44. What is a “concept”? • A class of names, dates, objects, places, etc. that share common attributes or characteristics Example: An element is made up of one kind of atom. • Beyond simple “facts” • Most standard textbooks do not include many concepts. They are heavy on simple facts.

45. What is a “principle”? • A consistent relationship among events, behaviors, or objects • Often stated as an if-then statement Example: If a gas cools, it contracts. • Most standard textbooks do not include many principles. They are heavy on simple facts.

46. Apprenticeship Learning • An approach that encompasses active models of skilled performance • Scaffolds to support the learner (providing help that is gradually removed) • Ample opportunities to practice • Ongoing, immediate and relevant feedback • Opportunities to demonstrate skill

47. Reciprocal Teaching(Brown & Palincsar) • Teachers and pupils take turn teaching in small groups • Predict • Clarify • Pose Question • Summarize • Pupils learn to ask questions of themselves

48. Bobby • CAST Program that evaluates the accessibility of web pages • Free online (doesn’t work with passwords) • Onsite program: • $99 for single user • Combo discounts available • http://cast.org/bobby/

49. WWW.CAST.ORG • CAST eReader • CAST eText Spider • “Bobby” – a free program that evaluates the accessibility of web pages • “Learning to Read in the Computer Age” – online version available • WiggleWorks: The Scholastic Beginning Literacy System • Book: “Teaching Every Student” • Other products

50. Now, go make your lessons accessible!