Why learn about Universal Design for Learning (UDL) ? How can I use UDL to teach all learners? What does UDL look like? How can you engage in the national UDL conversation? Why learn about Universal Design for Learning (UDL) ? How can I use UDL to teach all learners? What does UDL look like? How can you engage in the national UDL conversation?

Students attend class more often when they see relevancy 90% of brain develops by age million school-age children speak a language other than English 13% of public school students receive special education services White students scored 30 points higher than black students, 23 points higher than Hispanic students Course load is no guarantee

Current instructional practices are not appropriate for all learners Existence of academic achievement gaps Proactively reaching and teaching all learners

Universal Design for Learning PolicyResearchPractice

“ Consider the needs of the broadest possible range of users from the beginning” - Ron Mace, Architect -

BEFORE Universal Design AFTER Universal Design

Ramps Curb cuts Electric doors Captions on television Easy-grip tools

Different learning styles Different ways of knowing Differing/multiple intelligences

Combines new insights from brain research about the nature of learner differences …new insights from brain research … with a century of best practices in progressive education.

Recognition networks: “the what of learning” identify and interpret patterns of sound, light, taste, smell, and touch Everyday examples:  identifying ingredients for recipes  telling the difference between shampoo and shaving cream  identifying the smell of freshly cut grass  recognizing the sound of pain or joy

Strategic networks: “the how of learning” plan, execute, and monitor actions and skills In learning situations, the strategic networks are critical. Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lecture

Affective networks: “the why of learning” The affective networks are located at the core of the brain and enable us to engage with tasks and influence our motivation to learn.  Responsible for developing preferences and establishing priorities and interests.  Essential to wanting to learn.

Multiple means of representation Multiple means of action and expression Multiple means of engagement Multiple means of representation Multiple means of action and expression Multiple means of engagement

 ``(24) Universal design for learning.-- The term `universal design for learning' means a scientifically valid framework for guiding educational practice that-- ``(A) 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; and ``(B) 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.''

Media & Materials Means of Assessment Instructional Methods UDL & Curriculum

Designed from the outset to meet the needs of all students

Traditional UDL Learning goals may get skewed by the inflexible ways and means of achieving them. Learning goals are attained in many individualized ways by many customized means.

Traditional UDL Mostly print and everyone gets the same materials. Few options Variety of materials, media, and formats to reach learners with diverse abilities, styles, and needs equally well.

Traditional UDL Teacher-centered (lecture) Homogeneous grouping Burden on student to adapt to “get it” Interactivity Heterogeneous grouping Rich supports for understanding, independent learning Interactivity Heterogeneous grouping Rich supports for understanding, independent learning

Traditional UDL Confuse goals with means Summative – when it’s too late to adjust instruction! Many possible means as long as they measure learning! Supports instructional improvement Many possible means as long as they measure learning! Supports instructional improvement

Examples – Read aloud – Highlight phrases – Listen to audiotape – Text-to-speech – Built-in talking glossary – Built-in language translation

One book, many options Text to speech supports Embedded glossary Links to support/activate background knowledge

One book: Many options Digital/print access Sectioned chapters Embedded structural supports Links to support background knowledge Links to media, web to activate interests

Literary devices

– Written response – Verbal response – Visual art project – Dramatic response – iMovie (Macintosh) – Multimedia: Power Point, Hyperstudio

Options that offer tools for composition and problem-solving Spellcheckers, grammar checks, word prediction software Speech to text, audio recording Sentence starters, sentence strips Story webs, outlining tools, concept maps Computer-Aided-Design (CAD)

Options that offer tools for planning and strategy development Embedded prompts Checklists and project planning templates Schedules of steps Embedded coaches or mentors Guides for breaking long- term goals into reachable short-term objectives I’m a coach.

– Keep ongoing personal journal – Use archived resources – Flexibility in use of tools to access information – Choice in means of expression – Flexible grouping strategies

What does it look like? Flexible Classroom Approaches Digital tools that motivate and engage the learner Choices - Options

design-for-learning-udl

UDL National UDL Task Force Policy/ Advocacy IDEA Partnership Community of Practice Tools/Resources Coordination Dissemination National UDL Center TA & Dissemination Ctr, Tools/ Resources Community UDL Spotlight Disseminate Research National Center on Technology Innovation (NCTI) Tools/Resources Topical Issue Briefs National Organizations National Education Association (NEA) CAST Advocacy/ Promotion Tools/Resources Professional Development Research

The National Center on Universal Design for Learning – Center for Applied Special Technology – National Task Force on UDL – IDEA Partnership Community of Practice - UDL – NEA Research Spotlight on UDL –

Print Resources A Policy Reader in Universal Design for Learning, Edited by David T. Gordon, Jenna W. Gravel, and Laura A. Schifter (Harvard Education Press, 2009) Universal Design for Learning (UDL): Making learning accessible and engaging for all students, (NEA, 2008) A Practical Reader in Universal Design for Learning, Edited by David H. Rose and Anne Meyer (Harvard Education Press, 2006) The Universally Designed Classroom: Accessible Curriculum and Digital Technologies, Edited by David H. Rose, Anne Meyer, and Chuck Hitchcock (Harvard Education Press, 2005) Teaching Every Student in the Digital Age: Universal Design for Learning, David H. Rose and Anne Meyer (ASCD, 2002)