Organizational Structure and Instructional Delivery: Using Technology in Special Education Teacher Preparation May 15, 2009 J. Emmett Gardner, University of Oklahoma Jamie Basham, University of Cincinnati Sean J. Smith, University of Kansas

Context of Presentation  Universal design for learning (UDL) from the perspective of instructors preparing teachers.  Instructors teach UDL theory and practical applications by using examples of tools/activities that help implement UDL.  Pre-service/in-service teachers learn UDL by completing assignments that apply these tools (and instructional principles) to create “authentic” and project-based learning activities that represent application/implementation of UDL principles.

Universal Design for Learning  The term “universal design” means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly usable (without requiring assistive technologies) and products and services that are made usable with assistive technologies. (U.S.C. § 3002)

UDL In Higher Education  UDL was defined in educational policy by the Higher Education Opportunity Act (HEOA) (2008) and has been advocated in the reauthorization of the Elementary and Secondary Education Act, commonly known as No Child Left Behind (NCLB)(NASDE, 2009). ◦ EOA.shtml ◦ tml

According to the HEOA:  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. (U.S.C. § 1001).

Universal Design for Learning calls for...  Multiple means of representation (to give learners various ways of acquiring information and knowledge).  Multiple means of engagement (to tap into learners' interests, offer appropriate challenges, and increase motivation).  Multiple means of expression (to provide learners alternatives for demonstrating what they know).

“Flavors” of Universal Design for Learning via Technology (briefly):  Multiple means of representation ◦ Print, video, and digital versions of content; web-based info. ◦ Text-to-speech, video clips, podcasts, hypertext  Multiple means of engagement ◦ Dynamic (e.g., manipulation of, selection of, or choices to interact with different versions of content/learning activities ◦ /online discussion, video chat, “telementoring”  Multiple means of expression ◦ Word processing with word prediction, PPT, concept map ◦ Augmentative communication, Video presentation, podcasts

Those of you who wish to examine the theoretical base, principles, and philosophy underlying Universal Design for Learning, should read:  Rose, D., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning, Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).  Available online (free digital version) at verystudent/ideas/tes/, or by purchasing the print version from verystudent/ideas/tes/

Other information sources:  Edyburn, D. L. & Gardner, J. E. (Eds). (2009). Readings in special education technology: Universal design for learning. Arlington, VA: Technology and Media Division (TAM) of the Council for Exceptional Children (CEC). Available at:  Council for Exceptional Children (2005). Universal Design for Learning: A guide for teachers and educational professionals. Arlington, VA: The Council for Exceptional Children. Available at:  CAST (2009). Research & Development in Universal Design for Learning. Wakefiled, MA: CAST. Available at:

 Individuals with Asperger syndrome (AS) ◦ Visual learners ◦ Structure/predictability ◦ Social skill development ◦ Hidden Curriculum ◦ Organizing thoughts ◦ Conveying knowledge ◦ Comprehension  Purpose to illustrate what we attempt to do to expose teachers, develop skills, integrate UDL practices, etc.