CREATING OPPORTUNITIES FOR STUDENTS IN READING/LANGUAGE ARTS Tanya Tullos Jennifer Brock

What is Universal Design for Learning?  UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.  "Universal" does not imply a single optimal solution for everyone. Instead, it is meant to underscore the need for multiple approaches to meet the needs of diverse learners. CAST, 2009

Neuroscience Research and UDL  Recent research in neuroscience shows that each brain processes information differently.  The way we learn is as individual as DNA or fingerprints.  In its research, CAST has identified three primary brain networks and the roles they play in learning. CAST, 2009

Brain Networks  Recognition networks Gathering facts. How we identify and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks—the "what" of learning.  Strategic networks Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks—the "how" of learning.  Affective networks How students are engaged and motivated. How they are challenged, excited, or interested. These are affective dimensions—the "why" of learning. CAST, 2009

Universally Designed Curriculum  Multiple means of representation to give learners various ways of acquiring information and knowledge  Multiple means of action and expression to provide learners alternatives for demonstrating what they know  Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn CAST, 2009

National Center on Universal Design for Learning, 2009 What How Why

Technology and UDL  Flexible digital media makes it easier than ever to provide these multiple alternatives and therefore customize teaching and learning.  UDL uses technology's power and flexibility to make education more inclusive and effective for all. CAST, 2009

Students Who Benefits from UDL  Learning disabilities such as dyslexia  English language barriers  Emotional or behavioral problems  Lack of interest or engagement  Sensory and physical disabilities CAST, 2009

Barriers that Limit Engagement and Learning  Difficulty accessing print  Low vision  Limited English  Home problems  Organizational problems  Poor writing mechanics  Fine motor problems  Easily discouraged  Easily distracted

Opportunities to Learn  Diversity is the norm, not the exception, wherever individuals are gathered, including in schools.  Because most curricula are not able to be adapted to individual differences, we have come to recognize that our curricula, rather than our students, are "disabled.“ National Center on Universal Design for Learning, 2009

Designing a Lesson CAST, 2009

Traditional vs. UDL Traditional ApproachUniversal Design for Learning Utilizes fixed media Speech Text Images Utilizes flexible digital media Versatile Transformable Can be marked Can be networked Rose & Meyer, 2002 Represent understanding through print- based methods Demonstrate learning using a variety of media and styles including: writing illustrating speaking animating video-making Rose, Meyer, & Hitchcock, 2006

Lesson-Planning Tips  Include options for student choice.  Be flexible in your lesson planning. Lessons may need to change based on student needs, reflective teaching, and/or specialist input.  Outcomes are anticipated but not standardized.

UDL Guidelines  The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement  Like UDL itself, these Guidelines are flexible and should be mixed and matched into the curriculum as appropriate.  The UDL Guidelines are not meant to be a "prescription" but a set of strategies that can be employed to overcome the barriers inherent in most existing curricula. National Center on Universal Design for Learning, 2009

Educator Checklist  Lists the UDL Guidelines in a hyperlinked format  Hyperlinked to additional online resources  Provides guidance for teacher lesson planning  Provides space for note-taking

Resources  Center for Applied Special Technology (CAST),  Discovery Education by subscription through Region 4,  National Center on Universal Design for Learning,  Teaching Every Student in the Digital Age: Universal Design for Learning by David H. Rose and Anne Meyer,  The Universally Designed Classroom: Accessible Curriculum and Digital Technologies by David H. Rose, Anne Meyer, and Chuck Hitchcock, 2006.