Anne Thorp Michele Ripka January 2008

 Inspiration Inspiration

Original focus was in architecture and product design Designed to accommodate the widest spectrum of users, and meet the mandates of ADA Based on the principle that its always better to build in than to add on

1. Curb cuts 2. Closed captioning 3. Large buttoned phones 4. Ramped entrances and automatic door openers

5 Universal Design for Learning (UDL). Definition: UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences. Center for Applied Special Technologies, CAST

1. A comfortable place to work 2. Printed text 3. Eye glasses 4. Background music or other sound 5. Pen and paper 6. Tape or digital recorder

Built in tools that promote equal access to learning to increase self sufficiency, not just equal access to information. Flexible methods of presenting the general education curriculum to meet the needs of diverse learners. Features Essential to UDL

Lectures, or any information verbally presented, requires quick auditory processing and recall. Weaknesses of “Sit-’n’-Git” Instruction Textbooks demand the immediate recognition of print and rapid comprehension of content.

 representation to give students various ways to acquire information.  expression to offer students alternatives for demonstrating what they know.  engagement to help students get interested, be challenged, and stay motivated. Center for Applied Special Technologies, CAST

David Rose, Founder and Chief Education Officer, CAST

13 Brain Research Recent research in neuroscience confirms that each brain processes information differently. The way we learn is as individual as DNA or fingerprints. Center for Applied Special Technologies, CAST

Provide multiple examples - what it is and is not Highlight critical features - Big Picture Provide multiple media and formats Support background context knowledge

Provide flexible models of skilled performance. Provide opportunities to practice with scaffolds. (Supported Practice) Provide ongoing, relevant and timely feedback. Offer flexible opportunities for demonstrating skill and mastery.

Offer choices of content and tools. Offer adjustable levels of challenge. Offer choices of rewards. Offer choices of learning context.

1. Reducing number of spelling/vocabulary words a student must learn 2. Allowing a student to dictate answers into a digital recorder 3. Reducing the number of math problems in a homework assignment 4. Provide a copy of notes from a lecture 5. Using peer readers or recorded text 6. Increase time allowed to complete work

Accommodations  Same content expectations  Allow for adjustments in time, format, number, setting, presentation  Provide alternative ways to demonstrate mastery Modifications  Adjustments in content expectations  Have a cumulative effect on missed learning opportunities over time

UDL – an educational approach to designing instruction using tools and strategies to support all students Assistive Technology (AT) - Any item, piece of equipment, or system, whether acquired commercially, modified, or customized, that is commonly used to increase, maintain, or improve functional capabilities of individuals with disabilities.

 Modifications  Accommodations  Multiple means ◦ Representation ◦ Engagement ◦ Expression

Ottawa Area ISD Center for Assistive Technology Services Teaching Every Student in the Digital Age verystudent/ideas/tes/ verystudent/ideas/tes/

Marzano, Robert J., Jennifer S. Norford, Diane E. Paynter, and Debra J. Pickering. A Handbook for Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Develop, Rose, Davie H., and Anne Meyer. Teaching Every Student in the Digital Age. Alexandria, VA: Association for Supervision and Curriculum Develop, "Universal Design for Learning." CAST - Center for Applied Special Technology.