“It is dreadful irony that students with disabilities have better access to school buildings than they do to the curricula within them.” (Dolan 1)

Universal Design for Learning Lori Worsham & Sarah Wostbrock EDUC 6300 10 September 2008

Introduction Teachers are required by law to provide high-quality standards-based education to all students (Meo, 2008). IDEA 2004 gives students this right regardless of disability NCLB holds schools responsible for the testing outcomes of all student groups

Introduction Teachers are likely to encounter a class with a broad range of diversity. Learning Styles/Multiple Intelligences Learning/Physical Disabilities Emotional/Behavioral Challenges Language/Cultural Backgrounds Lack of Interest/Motivation Prior Knowledge (CAST, 2007)

Introduction But a traditional classroom and curriculum with little flexibility make it difficult for teachers to meet the needs of all students.

Introduction Traditional Approach: One curriculum for all learners One method for engagement One assessment method Teacher re-designs curriculum for each student requiring accommodations (Harris, Kaff, & Anderson, 2007)

Universal Design for Learning Definition Universal Design for Learning An Educational Framework Reduce Barriers to Learning Compliance with IDEA (2004) Compliance with No Child Left Behind Legislation (Jimenez, Graf, & Rose, 2007)

Definition Universal Design for Learning Approach Curricula pre-designed to meet the needs of a diversity of learners Opens the curricula to multiple means of expression, presentation, and engagement Is universal in that all learning differences are accommodated (CAST 2007)

Definition UDL Approach Pre-designed for Diversity (Harris, et. al. 2007)

Definition UDL Approach Multiple Means of Presentation Engagement Expression (Harris, et. al. 2007)

Variety of learning styles Definition UDL Approach Provides for Variety of learning styles Variety of mental and physical abilities (Harris, et. al. 2007)

History 1970s—Architect Michael Bednar’s philosophy that, “Everyone’s functional capacity is enhanced when environmental barriers are removed” (Moore, 2007). 1980s—Architectural Universal Design gains momentum in the professional world

History 1987—the World Design Congress states that public buildings should incorporate the needs of aging individuals 1987—Ron Mace coins the term “Universal Design” (Moore, 2007). 1990—Americans with Disabilities Act adds legal strength

History 1984— The Center for Applied Special Technology (CAST) founded to bring universal design concepts to educational content and delivery.

Science of UDL Universal Design is based on the fact that, if you consider scientific research, there are no “special” or “normal” students. “The notion of rigid categories of learners—smart/not smart, disabled/not disabled, regular/irregular—is an unrealistic oversimplification” (Dolan & Hall, 2001).

Science of UDL Simple tasks are performed by one area of the brain, more complex tasks such as learning involve interaction between separate areas of the brain or networking. Networking patterns are unique to every individual (CAST, 2007).

Science of UDL However, brain research has identified three networking patterns that apply to all learners: Networking Pattern Question Answered Action Taken Recognition What? Receive, gather, analyze Affective Why? Evaluate, relate, engage Strategic How? Process, plan, make sense of (CAST, 2007)

Recognition, Affective and Strategic Networks Image retrieved from www.cast.org 22 August 2008

Eye movement indicating the use of different Brain Networking Patterns Images retrieved from www.cast.org 22 August 2008

Science of UDL However, brain research has identified three networking patterns that apply to all learners: Networking Pattern Question Action Taken Recognition What? Receive, gather, analyze Affective Why? Evaluate, Relate, engage Strategic How? Process, plan, make sense of UDL Component Presentation Engagement Expression (Harris, et. al. 2007)

Universal Design for Learning Instructional Methods Differentiated Instruction Cooperative Learning Reciprocal Teaching Thematic Teaching Community Based Instruction (Jimenez, et. al. 2007)

UDL Instructional Methods 1. Differentiated Instruction a. Content: what students learn b. Process: how students learn c. Product: how students demonstrate what they have learned (Jimenez, et. al. 2007)

UDL Instructional Methods 2. Cooperative Learning Students work together in small groups, tapping one another as sources for learning. (Jimenez, et. al. 2007)

UDL Instructional Methods 3. Reciprocal Teaching Small group dialogues between teachers and students around text, reviewing comprehension strategies. (Jimenez, et. al. 2007)

UDL Instructional Methods 4. Thematic Teaching Center lessons on a particular theme that can be used in a variety of content areas. (Jimenez, et. al. 2007)

UDL Instructional Methods 5. Community Based Instruction Students apply concepts or skills they’ve learned in a community setting. (Jimenez, et. al. 2007)

Presentation Methods: (the of learning) WHAT Traditional Methods UDL Methods Teachers Use: Overhead Projectors White Board Lectures PowerPoint Teachers Use: PowerPoint with: Audio Video Notes, etc Teacher-Created Blogs (Harris, et. al. 2007)

Presentation Methods WHAT (the of learning) Traditional Methods UDL Methods Students Use: Podcasts Multimedia Books Electronic Text Graphic Organizers Students Use: Worksheets Textbooks (Harris, et. al. 2007)

Engagement Methods WHY (the of learning) Traditional Methods UDL Methods Teachers Use/Lead: Notes to class Cooperative Learning Hands-on Activities Teachers Use/lead: Guided Notes to Class Skits Models Concept Maps -- Key Ideas (Harris, et. al. 2007)

Engagement Methods WHY (the of learning) Traditional Methods UDL Methods Students Create: Independent Projects Whole-class Presentations Students Create: Podcasts On-line Discussions (Harris, et. al. 2007)

Expression Methods HOW (the of learning) Traditional Methods UDL Methods Teachers Create: Tests and Quizzes Teachers Create: Rubrics Online Quizzes and Activities Graphics Organizer Programs Tiered Assessments (Harris, et. al. 2007)

Expression Methods HOW (the of learning) Traditional Methods UDL Methods Students Create: Written reports Oral reports Posters Students Create: Podcasts Blog Entries Web Sites Power Point Portfolios (Harris, et. al. 2007)

Educator Checklist Universal Design for Learning Guidelines

Lesson Plan Make-Over

References Bernacchio, Charles and Michele Mullen. (2007). Universal Design for Learning. Psychiatric Rehabilitation, 31(2), 167-169. Center for Applied Special Technology (CAST). (2007). Universal Design for Learning. Retrieved August 22, 2008, from http://www.cast.org/index.html Dolan, Robert P. and Tracey E. Hall. (2001). “Universal Design for Learning: Implications for Large-Scale Assessment. IDA Perspectives, 27(4). Retrieved August 22, 2008, from http://www.cast.org/system/ galleries/download/byCAST/udlassessment.pdf

References, cont. Harris, C.R., Kaff, M.S., & Anderson, M.J., (2007). Designing flexible instruction, Principal Leadership (Middle School Ed.), 7(9), 31-35. Jimenez, T.C., Graf, V.L., & Rose, E (2007). Gaining access to general education: The promise of Universal Design for Learning, Issues in Teacher Education, 2(16), 41-54. Meo, Grace. (2008). Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program. Preventing School Failure, 52(2), 21-30.

References, cont. Mercurio, M., MacDonald, L., Bottenberg, D., Johnson, B., & Tubin, Bosmat (2007). Tailoring instruction to meet student needs: Don’t analyze students – ask them! Tech Trends, 51(4), 52-53. Moore, Stephanie L. (2007). Universal Design for Learning [Review of the book Teaching Every Student in the Digital Age]. Educational Technology Research & Development, 55, 521-525.