Universal Design for Learning Principles “Special Education is a service, not a place.” 1

 Special Education Reform  Universal Design / Architecture  Video Clip: Intro to UDL  Unpacking Principles 1-3 (Guidelines/Checkpoints)  Video Clip: Model Lesson – Grade 6  UDL Planning Protocols  UDL Activity 2

3 Participants will leave with an understanding of Universal Design for Learning (UDL) : Principle 1: Provide multiple means of Representation Principle 2: Provide multiple means of Action and Expression Principle 3: Provide multiple means of Engagement

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 Four year graduation rate -65.1% (Regents diploma)  Graduation rates continue to increase for all ethnicities  Graduation rates for SWD has increased by by 79.5%  17.1% to 30.7%  Research shows the more time SWD (regardless of race, disability, gender, family socio-economic status) spend in general education classrooms, the :  Higher their scores are on standardized tests of reading and math  Fewer absences they have from school  Fewer referrals they have for disruptive behavior  Better outcomes they have after H.S. in areas of employment and independent living. 5

 Least Restrictive Environment: “The placement process in NYC emphasizes the notion of placement as the “ availability of “seats” in special education programs rather that as the individualized needs of the students… Moreover, this process promotes the idea that special education is a “place rather that a service, and places priority of such placement over what should be the most important consideration- the general education placement.” (Hehir report 2005)  Access to the General Education Curriculum and Student Achievement : “ In the coming years, consistent with the principles of Children First, the department should increase its focus on long-term outcomes for SWD and empower schools, parents, DOE staff to collaborate in building successful instructional models and strengthening the culture of inclusion for SWD.” (Harris Report 2009) 6

 Build system-wide instructional and organized capacity at central, network, and school levels.  Close the significant achievement gap by providing students with disabilities increased access to and participation in the general education curriculum.  Promote more flexible instructional programs by using innovative approaches and maximizing the flexibility within the Continuum of Services and learn about these designs from schools. 7

 Creating meaningful IEPs  Flexible scheduling  Response to Intervention (RtI)  Universal Design for Learning (UDL) 8

 9 Origins in Architecture Division of Students with Disabilities and English Language Learners (DSWDELL)

 UDL is a framework for education that makes the curriculum accessible for all students by providing access to the information being taught and the assessments that measure what has been learned. 10

11 Developed into… Ramps and curb cuts Automatic door-opening devices Accessible toilets Fire alarm systems with lights Closed-captioning Texting Division of Students with Disabilities and English Language Learners (DSWDELL)

UDL at a Glance  0g6e4 0g6e4 12

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15 Universal Design for Learning Guidelines Provide Multiple Means of REPRESENTATION Provide multiple means of ACTION AND EXPRESSION Provide multiple means of ENGAGEMENT Provide options for Perception Provide options for Language and Symbols Provide options for Comprehensio n Provide options for Recruiting Interest Provide options for Sustaining Effort and Persistence Provide options for Self-Regulation Provide options for Physical Action Provide options for Expressive Skills and Fluency Provide options for Executive Functions PRINCIPLES GUIDELINES CHECKPOINTS

 Read UDL Guidelines  Principle 1 – pages 14 – 21  Principle 2 – pages 22 – 27  Principle 3 – pages 28 – 35  Highlight any words, phrases or quotes that resonate with you.  Chart your findings as a group  Share out 16

 Representation - Present information and content in different ways.  Action and Expression - Differentiate the ways that students can express what they know.  Engagement - Stimulate interest and motivation for learning. 17

 Texts, Lecture, Film, Graphics, Recordings, etc. 18

 Cooperative group work, oral presentations, writing assignments, graphic organizers, student documentaries, story boards, etc. 19

 Activate prior knowledge, use multi-cultural perspective, provide choices, assist in goal setting, etc. 20

Universal Design for Learning (UDL)  Let’s look at a 6th grade lesson through UDL lens: dTxFYf50l-4  While viewing the Grade 6 Model video, jot down options for representation, action and expression, and/or engagement you observe during the lesson.  Turn and Talk with your table members and share your UDL findings.  After viewing David Rose’s commentary, share any new insights /”Aha” moments with your group. 21

Grade:_____________________ Subject:______________________ CCLS____________________________ _____________________________________________________________________________________________ Learning Goal:_______________________________________________________________________________ Content, Materials, Methods, and Assessments Potential Barriers to Learning Options for Multiple Representations Options for Actions and Expression Options for Engagement UDL Planning Protocol 22

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Universal Design for Learning (UDL)  Principle 1: To support recognition learning, provide multiple, flexible methods of representation (or presentation).  CONTENT – Use of a graphic organizer  Principle 2: To support strategic learning, provide multiple, flexible methods of action or expression  PROCESS – Assign students to write editorials  Principle 3: To support affective learning, provide multiple, flexible options for engagement.  VALUE – Incorporate collaborative groups. 24

Identify the UDL Principle 1.Teacher provides use of computer–assisted instruction. 2.Students provide specific and continuous feedback to each other. 3. Teacher uses spiraling instruction to reinforce prior knowledge. 4. Students use multimedia tools, e.g., production of PP, webinars, Podcasts. 5.The teacher varies the size of text, images, graphs, tables or other visual content. 6. Students engage in Literature Circles or Socratic Seminars. 7. The teacher invites students to design artistic responses that reflect their learning. 25

Identify the UDL Principle 8. The teacher presents topic-related illustrations. 9. Students engage in learning activities based on their interests with their peers. 10.The teacher contrasts the background, text or image of an article being read. 11.Teacher allows students frequent breaks. 12. Students create photo or video essays. 13. Students create a timeline with words and graphics. 14. Students record what they know on a K/W/L chart with their peers. 26

UDL Framework  Addresses the primary barrier to fostering expert learners within instructional environments  Attends to learner variability by suggesting flexible goals, methods, materials, and assessments to meet varied needs  Encourages flexible design from the start  Allows learners to progress from where they are 27

 The student is disabled. He is unable to reach the expectations of the curriculum.  The curriculum is disabled. It is unable to reach the learning strengths and needs of the student. OR 28

UDL Websites Network Website: 604and609.org National Center on Universal Design for Learning: Center for Applied Special Technology: Access Center: 29

30 Thank you! Remember keep…