UNIVERSAL DESIGN FOR LEARNING FOR EARLY CHILDHOOD June 13, 2014 Gary Glasenapp Teaching Research Institute Center on Early Learning Western Oregon University 1

Housekeeping Details 2  Webinar recorded and available   Questions  Evaluations (Survey Gizmo)  Certificates

OECIC Webinar Series 3  April 25, 2014  Oregon’s QRIS and Supporting Children with Disabilities and their Families  May 16, 2014  CCR&R and Inclusion  June 13, 2014  Universal Design for Learning  June 20, 2014  Response to Intervention

Today’s Webinar Outcome 4 Participants will have an understanding of universal design for learning and how it applies to early childhood settings.

Session Topics 5  What is universal design for learning and why it is important  How universal design for learning applies to early childhood  Universal design guidelines and examples

What is Universal Design for Learning? 6

Universal Design Terminology 7 Refers the movement in architecture and product development that aims to create places or things that are accessible to as many people as possible, including those with disabilities. Universal Design When applied to education, the term "universal design" generally concerns eliminating physical barriers to educational places or materials. Universal Design in Education Proactively planning ways to provide cognitive as well as physical access to the curriculum. Universal Design for Learning

UDL at a Glance Video 8

Universal Design for Learning Definition 9 A scientifically valid framework for guiding educational practice that: (A) Provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. Higher Education Opportunity Act of 2008 (HEOA)

Universal Design for Learning Definition from CEC 10 “The design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities” Council for Exceptional Children

What is Universal Design for Learning? 11  A set of principles for curriculum development that gives all individuals equal opportunities to learn  Provides a blueprint for creating instructional goals, methods, materials and assessments that work for everyone  Not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs

Universal Design for Learning 12  Designed from the onset to meet the needs of all children  “Designing for the margins” benefits all learners  Diversity is normal and predictable – need to plan for diversity

Universal Design for Learning 13  More ways for children to  access learning opportunities….  participate in learning opportunities….  demonstrate learning….  Results in more equitable access to the general education curriculum for ALL learners

Goals of Universal Design for Learning 14  Improve access, participation and achievement  Eliminate or reduce physical and academic barriers  Value diversity through proactive design

Universal Design for Learning in Early Childhood 15  UDL in early childhood is…  intentional design of early intervention programs that enable all children to access, engage in, and learn  designing early education environment settings so all children may access and engage in all learning opportunities based on their individual strengths and abilities in multiple ways. Conn-Powers, Cross, Traub, Hutter-Pishgahi (2006). The universal design of early education: Moving forward for all children. Online:

Why is UDL Necessary? 16

Why is UDL Necessary? 17  Individuals bring variety of skills, needs, and interests to learning  Need to address 3 primary brain networks Recognition “What” (Representation) How learners gather facts and categorize what they see, hear and read. Strategic “How” (Action & Expression) How learners organize and express their ideas. Affective “Why” (Engagement) How learners get engaged and stay motivated. How learners are challenged, excited or interested.

Why Universal Design for Learning? 18 The universal design of early learning “suggests that instead of creating a curriculum and then adapting it to meet the needs of individual children in the program, it is better to start off with an instructional design which provides learners with a variety of ways to access and process information and demonstrate what they have learned.” Blagojevic, Twomey, & Labas Universal design for learning: From the start. Orono, ME: University of Maine. Online:

Why Universal Design for Learning? 19  UDL…  stresses the importance of planning learning environments and activities for diverse populations  is creating universally designed settings in which all children and their families can participate and learn  improves educational outcomes for ALL children by ensuring meaningful access to the curriculum within an inclusive learning environment

Universal Design for Learning Principles and Guidelines 20

Universal Design for Learning Principles 21  Principle 1: Provide multiple means of representation – give learners multiple ways of acquiring information and knowledge. (The “what” of learning)  Principle 2: Provide multiple means of action and expression – provide learners alternatives for demonstrating what they know. (The “how” of learning)  Principle 3: Provide multiple means of engagement – to tap into learners’ interests, offer appropriate challenges, and increase motivation. (The “why” of learning) National Center on Universal Design for Learning

Video – UDL: Principles and Practice 22

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Principles Guiding the Universal Design of Early Education 24

25 Principles Guiding the Universal Design of Early Education Conn-Powers, Cross, Traub, Hutter-Pishgahi (2006). The universal design of early education: Moving forward for all children. Online: Enables all children to have access and equitable opportunities for full participation Includes structures, permanent and moveable equipment and furnishings, storage and materials Physical Environment All children, regardless of health status or condition, have ongoing access to learning Health and Safety Offers all children equitable access and full membership in the social-emotional life of the group, and it supports their social-emotional development Social- Emotional Environment

26 Principles Guiding the Universal Design of Early Education Conn-Powers, Cross, Traub, Hutter-Pishgahi (2006). The universal design of early education: Moving forward for all children. Beyond the Journal, Young Children on the Web. September Gives all children equitable access to learning activities through information and activities in multiple formats and multiple means for engagement, expression, and learning Includes the curriculum, teaching practices, materials and activities Teaching Environment Provide multiple approaches to find out what children know and can do to access individual learning, development, and educational progress Individual Assessment and Program evaluation Practices Supports the equitable access and engagement of all families in the full range of experiences Includes ongoing communication, learning activities, and program involvement activities Family Involvement Practices

Universal Design for Learning Examples 27

28 A universally designed activity has something for everyone

UDL Examples – Multiple Means of Representation (Acquiring Information and Knowledge) 29  Present information and content in a variety of ways  Auditory, visual, tactile Songs/music, pictures/photos, visuals, pair visuals with words, assistive technology, sign language  Have a variety materials  Objects/items of different sizes, shapes, textures, colors

UDL Examples – Multiple Means of Expression (How Children Demonstrate Learning) 30  Verbally  In writing  Pointing/touching  Assistive technology (switches)

UDL Examples – Multiple Means of Engagement (Stimulating Interest and Motivation) 31  Relevant materials/items  Relevant activities  Multiple choices/options  Multiple opportunities for peer collaboration and sharing

UDL Resources 32

UDL Resources 33  National Center on Universal Design for Learning (at North Carolina State University)  Center for Applied Special Technology (CAST)  Building Inclusive Child Care – Universal Design for Learning video. education/partnerships/building-inclusive-child-care.htm

UDL Resources 34  Building Inclusive Child Care – Questions to Consider in UDL Observations of Early Childhood Environments and Early Childhood Inclusion/Universal Design for Learning Checklist d/CunconanLahr%20Kennedy%20Stifel%20Universal%20Desi gn%20for%20Learning%20handout%202.pdf d/CunconanLahr%20Kennedy%20Stifel%20Universal%20Desi gn%20for%20Learning%20handout%202.pdf

Questions? 35