UDL and Online Learning for Students with Disabilities Skip Stahl, CAST March 3, 2014

UDL Theory & Practice

The UDL Guidelines

Center Research  Design What design features of online learning content and delivery systems facilitate or impede the progress of SWD in online learning?  Students What strengths and weaknesses—sensory, physical, cognitive interpersonal,etc.—impact the access, participation and progress of SWD in online learning?  Context What contextual variables—policies, placement, procedures, educator/parent expertise and involvement, etc.—improve/impede student achievement?

Online Learning Models

Who is Attending? Virtual schools in the U.S. 2013: Politics, performance, policy, and research evidence

Design UDL: Multiple Means of Representation  Multiple formats and media  Multiple examples  Critical features  Context and background knowledge

Design: Accessibility UDL: Multiple Means of Representation Office of Civil Rights; “As the use of emerging technologies in the classroom increases, schools at all levels must ensure equal access to the educational benefits and opportunities afforded by the technology and equal treatment in the use of the technology for all students, including students with disabilities.” May 26, 2011

Design: Accessibility  A Sampling of Online Products

Design: Accessibility  A Sampling of Online Products

Design: Accessibility  A Sampling of Online Products  To date, 89 products profiled 25 have a VPAT available on the product's website 29 have product accessibility information available but with no VPAT available 39 do not have product accessibility information listed

Design: Accessibility  Resources for Evaluating Accessibility

Design: Accessibility  Beyond Accessibility to UDL Recognition Strategic Affective

Design: UDL  UDL Scan Tool- A tool, based on the UDL Guidelines, for analyzing the components of digital content & delivery.

Design: UDL  UDL Scan Tool

Design: Accessibility  Beyond Accessibility to UDL Recognition Strategic Affective

Design: Example  UDL Editions (

Design: Example Prompts TextHelp Toolbar

Design: Example Author’s Craft

Design: Build Your Own 

Design: Build Your Own Text Images “Coach” support Multimedia Glossary Embedded audio TextHelp Toolbar

Enrollment

Students UDL: Multiple Means of Engagement  Choice of Content  Choice of Tools  Choice of Rewards  Choice of Context

Personalization

Big Data + Analytics = Personalization

Personalization  Big Data = logon/logoff; dwell time, wayfinding, embedded assessment  Analytics = collection, analysis & reporting of data for customization, prediction & personalization  Student Centered Learning = situated, progressive, generative, self-paced & competency-based

Personalization Big Data + Analytics = Student Centered Learning Baby Name Voyager

Personalization Big Data + Analytics = Student Centered Learning Baby Name Voyager

Personalization Big Data + Analytics = Student Centered Learning

Context UDL: Multiple Means of Action & Expression  Flexible ways to demonstrate learning  Models  Feedback  Practice (with supports)

Two Students  Two groups of students, one with Down Syndrome, the other with Williams Syndrome, were asked to draw the following from immediate memory… Lenhoff et al. (1997)

Two Students  Williams Syndrome  Down Syndrome

Two Students  Two groups of students, one with Down Syndrome, the other with Williams Syndrome, were asked to make up a story using this picture sequence…

Two Students  Williams Syndrome Once upon a time when it was dark at night, the boy had a frog. The boy was looking at the frog, sitting on the chair, on the table, and the dog was looking through, looking up to the frog in a jar. That night he sleeped and slept for a long time, the dog did. But the frog was not gonna go to sleep. The frog went out from the jar. And when the frog went out, the boy and the dog were still sleeping. Next morning it was beautiful in the morning. It was bright, and the sun was nice and warm. Then suddenly when he opened his eyes, he looked at the jar and then suddenly the frog was not there. The jar was empty. There was no frog to be found.  Down Syndrome The frog is in the jar. The jar is on the floor. The jar is on the floor. That’s it. The stool is broke. The clothes is laying there.

Key UDL Points  Variability exists across all learners  Variability exists across all preferences for how information is presented, how learners express their skills & abilities, and how learners are engaged.  Clear instructional goals – and not confusing the means for achieving the goal with the goal itself– should guide assessments, instructional practice and the selection of curricular materials.

Key Online Learning Points  Select digital materials & delivery systems that are flexible enough to support a wide array of student needs  Take advantage of the progress monitoring capabilities of digital learning systems & materials to customize education for students at the point of instruction.  Encourage & support peer-to-peers interactions as a part of the instructional episode.

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