UDL and AT Implications for teachers?

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Questions for 2 Videos How did the videos contribute to your understanding of the commonalities and differences between AT and UDL? After watching the videos, what would you say about the advantages of integrating AT and UDL?

Summary of UDL and AT Relationships UDLAT UDL tackles problems at the environmental level. UDL key words: initial stage design, all people, collaboration, environmental adaption to individuals UDL is both a conceptual framework for pedagogical design and also set of strategies and tools built towards inclusive design of environment and curriculum. UDL is a continuous design process. UDL aims for inclusion. UDL can be done with or without technology. Technology has many potentials to enable multiple means to represent knowledge, multiple means to engage learners, and multiple means to allow learners to demonstrate what they know and express themselves. AT tackles problems at the individual level. AT keywords: specialized design, individual accommodations, compensatory, individual adaptation to environments AT is best implemented in an environment that is designed according to UDL principles. AT can be one aspect of the UDL design process. AT may set individuals apart. Meaningful integration of technologies in curriculum can promote UDL. AT designed on the basis of the universal design principles can allow the AT to become more universally accessible to a wide range of people.

Integrate Universal Design for Learning (UDL) Reduce the Stigma of Using AT: Case Study #1: Tim needed a screen reader Tim would be the only person in class using headphones. He refused to use them. Case Study #2: Ms. Brown let all her students use headphones while completing online searches. Shemeka used her headphones to use AT to complete her work and LEARN.

NIMAS: What is it?  National Instructional Materials Accessibility Standard  A recommendation developed in 2004 by consensus of an expert panel of 40 key stakeholders  Approved by US Dept. of Ed in July 2004  Published in Federal Register on July 19, 2006  Additional regulations published on August 14, 2006  Based on the international DAISY Book Standard  Purpose: timely delivery of high quality accessible specialized formats to students with print disabilities

Problems Addressed by NIMAS  Students  Timely delivery of high quality accessible textbooks  Breaks down one barrier to the general education curriculum  Educators  Reduces scanning duplication of effort – saves time and money  Increases likelihood that specialized formats will be available when they are needed by students with print disabilities  Supports the implementation of Universal Design for Learning providing greater support within the general education curriculum  Publishers  50 States and 50 sets of requirements – complexity and cost  Copyright issues – digital rights for text and images – can legally transfer all files directly to the national NIMAS file repository

UDL and NIMAS 1. Provide information in multiple formats and media – (Recognition Networks – the “what” of learning) NIMAS supports the development of specialized formats with highlighting of critical features, vocabulary and language alternatives, text and tactile alternatives for images and graphics, transformation from text to speech, etc. 2. Provide multiple pathways for students’ action, expression – (Strategic Networks – the “how” of learning) NIMAS supports the development of specialized formats that may be used to provide executive function tools, scaffolded learning strategy supports, options for expression (writing, drawing, speaking, etc.), options for navigation and use of assistive technologies, etc. 3. Provide multiple ways to engage students – (Affective Networks – the “why” of learning) NIMAS supports the development of electronic formats that implement progress monitoring, adjustable levels of challenge and support, reduced frustration with reading supports, etc.

Which Students Qualify? The Library of Congress regulations (36 CFR 701.6(b)(1)) related to the Act to Provide Books for the Adult Blind (approved March 3, 1931, 2 U.S.C. 135a) provide that "blind persons or other persons with print disabilities" include: – Blind persons whose visual acuity, as determined by competent authority, is 20/200 or less in the better eye with correcting glasses, or whose widest diameter if visual field subtends an angular distance no greater than 20 degrees. – Persons whose visual disability, with correction and regardless of optical measurement, is certified by competent authority as preventing the reading of standard printed material. – Persons certified by competent authority as unable to read or unable to use standard printed material as a result of physical limitations. – Persons certified by competent authority as having a reading disability resulting from organic dysfunction and of sufficient severity to prevent their reading printed material in a normal manner.

What about other Students with Print Disabilities?  To achieve FAPE, IDEA 2004 requires SEAs & LEAs to provide accessible instructional materials to all students with print disabilities – whether or not they qualify for the materials available from the NIMAS/NIMAC production and distribution system.  IDEA 2004 also allows SEAs & LEAs to meet the NIMAS related requirements through the “purchase of instructional materials directly from the publisher that are produced in, or may be rendered in, specialized formats: the “Market Model”

What Materials are Included?  Print Instructional Materials: The term 'print instructional materials' means printed textbooks and related printed core materials that are written and published primarily for use in elementary school and secondary school instruction and are required by a State educational agency or local educational agency for use by students in the classroom.  Textbooks and related printed core materials such as workbooks, black line masters, related assessments, etc.  Applies to textbook adoption and open territory states  Applies to print instructional materials published after July 19, 2006 (pending definition of term “publish”)

What is the NIMAC ?  A national repository of NIMAS source files maintained and coordinated by the American Printing House for the Blind (APH) in Louisville, Kentucky.  Contracted with Overdrive to administer validation, security and data base files.  Those who have been authorized for access will have user identifications and passwords. These authorized users will be able to search the NIMAC database AND download directly the files they need (with or without sizable image folders).

National Accessible Media Producers (AMPs)  Non-Profit organizations operating under the Chafee Amendment Guidelines  American Printing House for the Blind  Bookshare.org  Recording for the Blind & Dyslexic  Others…

UDL and NIMAS NIMAS

NIMAS Transformations DAISY Book created by importing NIMAS files to a Player then exporting as a DAISY Book.

Expansion of knowledge and skills around UDL Skilled practice in UDL design of curricula that meets content standards Coplanning with general educators for UDL Assessment of UDL units of study Cataloguing materials and units for future use

UDL BookBuilder Book Examples ook=5622&page=1 ook=5622&page=1 0&book=26225&page=1 0&book=26225&page=1 ook=12332&page=1 ook=12332&page=1 %20&book=10939&page=1 %20&book=10939&page=1 ook=17282&page=3 ook=17282&page=3

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