Dr. James D. Basham University of Cincinnati Spring 2007

1. A Working Understanding of Universal Design for Learning (UDL) and Assistive Technology: Similarities and Differences Dr. James D. Basham University of Cincinnati Spring 2007

2. Purpose • Introduction to Universal Design for Learning (UDL) • Describe the similarities and differences between UDL and Assistive Technology (AT). • By the end of the presentation you should... • Have basic understanding of UDL • Understand some of the similarities and differences between UDL and AT • Be able to locate resources and tools for gaining more information and enhancing your learning environment.

3. “Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” What is Universal Design? • (Mace, R. 1997; Center for Universal Design) IMPORTANT: UD is a “proactive” approach to design. It provides for anticipated user differences rather than having to retrofit later.

4. The term “universal design” meansa concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly usable (without requiring assistive technologies) and products and services that are made usable with assistive technologies. (U.S.C. § 3002) Legal Definition

5. One Simple UD Example Automated Door Can be used by: • People carrying things • People in wheelchairs • People with service animals • Everyone!

6. Moving UD Toward Learning:Universal Design for Learning

7. What we know... Abilities Vary 1(04%) +1 G.L., 17(68%) 5th, 4(16%) near, 2(08%) -1 G.L., 1(04% ) -2 G.L.

8. Initial Understandings... Student abilities are on a continuum and vary by... • subject matter • experience • instructional pedagogy and strategy • level and type of engagement Traditional notions of content, instruction, and assessment may limit a child’s ability

9. Relating UD to education… Developed by the Center for Applied Special Technology (CAST) (http://www.cast.org) • Universal Design for Learning (UDL) focuses on proactively planning and designing… • To provide access to learning (moves beyond simply providing physical access) • For the continuum of abilities • UDL Focal Points: • Curriculum • Instruction • Assessment

10. Neuroscience to the Classroom UDL is built on three research-based principles: • Provide multiple means of representation to give learners various ways of acquiring information and knowledge • Provide multiple means of expression to provide learners alternatives for demonstrating what they know • Provide multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn (Basham, Edyburn, Lowrey, & Wissick, 2007)

11. UDL Curriculum Flexibility in design (design broadly) • Provide for multiple points of entry • Identify and deal with barriers and potential pitfalls • Focus on the true purpose and essential learnings (or big ideas) • Example (Ohio 4th Grade Science Indicator): • Record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols and cloud conditions). • Use local weather data to indicate changes over a period of time.

12. UDL Instruction (1) Focused on the three UDL principles... In Planning for • Focus on desired outcomes (not “the test”, but desired knowledge and skills) • Identify and provide for barriers and potential pitfalls • Use Differentiated Instruction’s elements of differentiation: Content, Process, Product, & Environment In Content Introduction • Contextualize learning (provide anticipatory set) and when appropriate, draw explicit connections • Provide support for limited background knowledge • Highlight the essential “learnings” (big ideas) and desired outcomes

13. UDL Instruction (2) New Content, Student Engagement, and Throughout • Provide for multiple means (and media) of representation and presentation (e.g., textbooks, digital documents, websites, models) • Provide multiple means for students to demonstrate knowledge and skill (e.g., oral, visual, written) • Offer appropriate choices and various levels of engagement (e.g., tools, content, individual/group) • Highlight necessary and critical features (e.g. vary tone, body movement, be explicit) • Provide ongoing feedback and facilitate understanding • Encourage self-reflection to support meta-cognition (e.g., self-talk, journaling) • Encourage home & school connection

14. UDL Assessment Meaningful, Valid, and Flexible Measures • Design measures that focus on the essential “learnings” and the real purpose for doing... • Prior to instruction, define acceptable/unacceptable outcomes (UDL inferred; UbD Backward Design) • Tools utilized throughout the instructional process should be used in the assessment process (and vice versa) (e.g., text-readers, Internet) • Provide multiple means for students to demonstrate knowledge and skill (e.g., oral, visual, written) Assessments should be ongoing and embedded in the learning process. Note: Generally, the traditional forms of assessment (e.g., multiple choice tests) do not meet UDL criteria.

15. Assistive Technology Through this three part training series you have learned... Assistive Technology (AT) is defined as “Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used increase, maintain, or improve the functional capabilities of a child with disabilities” • AT is required to be addressed in a student’s Individualized Education Program (IEP) • Providing AT is to be considered in decisions related to Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE) (Technology Related Assistance for Individuals with Disabilities (Tech Act), 1988)

16. Basic Similarities of UDL & AT • Both utilize problem-solving process • Both utilize various forms of modern technology • Related to individuals with disabilities, both UDL and AT are focused on • Providing Access • Increasing Participation • Improving Outcomes

17. Basic Differences of UDL & AT UDL is focused on: • Providing access and betterment for individuals of all abilities and disabilities • Proactively making environmental-based decisions related to the learning environment focused on curriculum, instruction, and assessment. • Dealing with issues of access and betterment related to the environment’s design (targets the larger system) AT is focused on: • Providing access and betterment for individuals with disabilities (by definition) • Reactively providing technology to increase, maintain, or improve the functional capabilities • Generally considering issues of access and betterment as an individual’s issue (targets individual need) (Rose, Hasselbring, Stahl, & Zabala, 2005)

18. Working Together... Realistically, UDL and AT work together to • Develop and implement a well-designed learning environment focused on various abilities and disabilities • Provide individual support where barriers were overlooked and/or cost-effectiveness may limit or prohibit systems level change • Support access and betterment for allindividuals

19. Resources • Various UDL Resources are found at CAST http://www.cast.org • Publications (many free) • UDL Tools and Examples for Lesson Development, Instruction, and Assessment • UDL Design Examples: • http://school.nettrekker.com/ (fee based) • http://www.windows.ucar.edu/ (Google: Windows to the Universe) • Regional Support: Southwestern Ohio SERRC • http://www.swoserrc.org/

20. Contact Information James D. Basham, Ph.D. Special Education/Instructional Design and Technology Division of Teacher Education College of Education, Criminal Justice, and Human Services University of Cincinnati 45-51 Corry Boulevard Cincinnati, OH 45221-0022 Phone (513) 556-9135 E-mail: james.basham@uc.edu