College and Career Readiness Conference Summer 2014 Equalizing the Playing Field: Access Through Universal Design for Learning

Outcomes: Participants will: Engage in discussion of the effective implementation of inclusive practices as a means for ensuring access to the general education curriculum by students with disabilities

OM/CATEGORY/INCLUSION Paula Kluth Video

Defining Universal Design for Learning  a scientifically valid framework for guiding educational practice that: provides flexibility  in the ways information is presented;  In the ways students respond or demonstrate knowledge and skills; and  in the ways students are engaged.

Defining Universal Design for Learning  a scientifically valid framework for guiding educational practice that: 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.

Critical Elements of UDL Instruction  Clear goals  Intentional planning for learner variability  Flexible methods and materials  Timely progress monitoring

Conveniently, accommodations created for a subset of the population usually result in increased benefit for everyone. Skip Stahl Universal Design for Learning: Reaching Teaching All Learners CEC 2009

Welcome to the World of the Center for Applied Special Technology (CAST) 8

UDL at a Glance

Universal Design For Learning (UDL) - proposes that children with disabilities do not constitute a separate category, but fall along a continuum of learning differences -leads us to make adjustments for learner differences for all students, not just those with disabilities continuum learning preferences

Universal Design For Learning Curriculum materials Varied, diverse, and multiple Includes digital and online resources, rather than centering instruction on a single text book

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UDL Resources

CAST UDL Curriculum Self-Check

Process ProductContent Curriculum Instruction Assessment Universal Design for Learning S.I. Differentiated Instruction

MSDE-Blackboard Learn   MSDE Blackboard Learn  Curriculum Resources MDCCRS Frameworks

MAKING THE INSTRUCTIONAL CONNECTION Instruction Learner Preference Differentiation Good Teaching

Instruction  Multiple choices Process Product UDL  Multiple means Representation Engagement Action and Expression Instruction and Universal Design for Learning Blending, Collaboration, Coordination

Putting UDL into Practice  Using your lesson to reflect on new information- Educator’s Checklist 1. Add tools/strategies to be used for support 2. Principles: 1. Multiple means of representation 2. Multiple means of engagement-process 3. Multiple means of action and expression 21

Windows Accessibility

Windows 7 Ease of Access Start/All Programs/Accessories/Ease of Access  Magnifier  On-screen keyboard  Speech recognition 24

Mac Accessibility

Microsoft: Readability Statistics 26

27 Microsoft: AutoSummarize

28 Microsoft Word AutoSummarize and Readability Statistics

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Putting UDL into Practice  Using your lesson to reflect on new information-Accessibility & Word 1. Add tools/strategies to be used for support 2. Principles: 1. Multiple means of representation 2. Multiple means of engagement-process 3. Multiple means of action and expression 30

Final Thought

Resources  Livebinder UDL accessibility resources y/ y/  UDL Livebinder

Contacts: Division of Special Education/ Early Intervention Services  Paul Dunford, Branch Chief Programmatic Support and Technical Assistance  Marsye Kaplan, Section Chief  Karla Marty, Section Chief  Fran Sorin, Coordinator of Professional Learning