1. Engaging Students with Disabilities through Universal Design for Learning Margo Vreeburg Izzo, Ph.D. Nisonger Center izzo.1@osu.edu 614-292-9218

2. Presentation Goals 1.Provide a general overview of UDL 2.Review the 7 principles of UDL 3.Share additional UDL resources

3. Higher Ed Act 2008 Universal Design for Learning means a scientifically valid framework for guiding educational practice that— provides flexibility in the ways: information is presented information is presented students are engaged students are engaged students respond or demonstrate knowledge and skills students respond or demonstrate knowledge and skills

4. UDL Defined in Higher Ed Act 2008 reduces barriers in instruction, reduces barriers in instruction, provides appropriate accommodations, provides appropriate accommodations, supports, and challenges, and supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

5. Faculty and TA Survey Need for Training, N=271 Universal Design (UD) was reported as the most preferred training method. Twenty- seven percent (27%, N = 57) of faculty reported UD as their first choice. Universal Design (UD) was reported as the most preferred training method. Twenty- seven percent (27%, N = 57) of faculty reported UD as their first choice. Following UD in topic training preferences were Web Accessibility (WA) at 15% (N = 33) and Distance Education (DE) at 11% (N = 23), respectively. Following UD in topic training preferences were Web Accessibility (WA) at 15% (N = 33) and Distance Education (DE) at 11% (N = 23), respectively.

6. designing services and resources for people with a broad range of abilities and disabilities.

7. Faculty/TA Quotes “When I hear someone has dyslexia, I have no idea what the individual deals with or what it means. I do not think many of us know much about disabilities.” (CSCC faculty, personal communication, November 12, 2000)

8. Activity #1: UDL Discussion Quiz 1. The concept of Universal Design first originated from which of the following disciplines? a. Education b. Humanities c. Architecture d. Psychology

11. Discussion Question 2. The majority of learners prefer to gain information using: 2. The majority of learners prefer to gain information using: a. Kinesthetic methods b. Visual methods c. Multi-modal methods c. Multi-modal methods d. Auditory methods

12. People generally retain 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they do and say Conclusion: Methods that stimulate the widest variety of senses will generally be the most effective instructionally Innovation Abstract, vol. No. 25 Vernon A. Magnesen, author

13. Recognition Network: Brain Activity During Reading- Energy is burning in Yellow Area Visual Processing Occurring! Source: http://www.cast.org/teachingeverystudent/ideas/tes/chapter2

14. Discussion Question 3. Lectures are a frequently 3. Lectures are a frequently used method of instruction used method of instruction because it is one of the because it is one of the most effective methods of most effective methods of teaching. teaching. TRUE or FALSE

15. Discussion Question 4. Over one million students 4. Over one million students with disabilities attend with disabilities attend colleges and universities in the U.S. colleges and universities in the U.S. TRUE OR FALSE

16. Postsecondary Education Over one million SwD are attending colleges (10% of total population) Over one million SwD are attending colleges (10% of total population) OSU has over 2000 SwD on Campus OSU has over 2000 SwD on Campus Learning disabilities (33%) Learning disabilities (33%) Hearing impairment (12%) Hearing impairment (12%) Visual impairment (20%) Visual impairment (20%) Speech impairment (5%) Speech impairment (5%) Physical disability (12%) Physical disability (12%) Health impairment (18%) Health impairment (18%)

17. Discussion Question 5. Using technology increases the universal design of your instruction. TRUE or FALSE

18. Use Technology: Computers and accessible digital materials provide access to the curriculum: Assistive technology (text to speech; speech to text, screen magnification, etc.) Assistive technology (text to speech; speech to text, screen magnification, etc.) On-line dictionaries and help features On-line dictionaries and help features Create course website with guided notes, course content, YouTube videos, audio files Create course website with guided notes, course content, YouTube videos, audio files

19. Universal Design for Learning Elements of good teaching Definition Universal design is an approach to designing your teaching to benefit people of all learning styles without retrofitting. Course Delivery – lecture, small group, etc. Materials – Books, websites, handouts, etc. Assessments – How you evaluate learning

20. Universal Design does not remove academic challenges; it removes barriers to access. Simply stated, Universal Design is just good teaching.

21. Course content offers various methods of * Representation * Engagement * Expression

22. 1. Identify the essential course content Specify learning objectives in Syllabus Highlight learning objectives often during class

23. Provide multiple representations: Examples and non-examples of key concepts Examples and non-examples of key concepts Podcasts Podcasts Texts & Literature Texts & Literature Web Resources Web Resources YouTube Videos YouTube Videos Multiple Versions of Class Notes Posted by Students Multiple Versions of Class Notes Posted by Students Lecture Lecture

24. Provide multiple means of engagement labs labs active student responding using clickers or other strategies active student responding using clickers or other strategies small group activities small group activities

25. Active Student Responding Response cards: e.g. colored paper, write on cards and Guided Notes Response cards: e.g. colored paper, write on cards and Guided Notes Choral responding Choral responding Hand-held electronic Clickers Hand-held electronic Clickers Bill Reay, Physics Professor at OSU reports: Bill Reay, Physics Professor at OSU reports: Clickers used during Physics lectures improved student grades 10% - a full letter grade Clickers used during Physics lectures improved student grades 10% - a full letter grade

26. Mentoring Programs - Natural Supports Student Peer-to-Peer Mentoring Student Peer-to-Peer Mentoring Electronic mentoring Electronic mentoring Teacher-mentoring – internships/REUs Teacher-mentoring – internships/REUs

27. Motivate students to learn Every day students need to ask: What am I learning today? Why am I learning it? What can I do to enhance my learning?

28. Rigor/Relevance Framework Students must see the relevance of Students must see the relevance of rigorous academic content. If students understand and conceptualize relevant applications…. If students understand and conceptualize relevant applications…. achievement increases. achievement increases.

29. Integrate YouTube Videos A Vision of Students Today A Vision of Students Today YouTube - A Vision of Students Today YouTube - A Vision of Students Today YouTube - A Vision of Students Today YouTube - A Vision of Students Today Create YouTube videos to demonstrate essential content Create YouTube videos to demonstrate essential content Assign students the task of creating a YouTube video to demonstrate learning of a key concept Assign students the task of creating a YouTube video to demonstrate learning of a key concept (Then use these in future classes with permission of students) (Then use these in future classes with permission of students)

30. Provide multiple methods of evaluation: Frequent quizzes and tests; Credit for posting notes to course web Reports, papers, presentations Multimedia projects Provide frequent progress reports

31. Use technology to enhance learning opportunities and increase accessibility PowerPoints, examples posted to course website PowerPoints, examples posted to course website Examples and non-examples of student products Examples and non-examples of student products Rubrics of grading Rubrics of grading

32. Invite students to meet with faculty with any questions or concerns they have. Invite students to meet with faculty with any questions or concerns they have.

33. Universal Design for Learning - Assumptions Designed access is preferable to retrofitted access because it is more effective and less expensive.

34. FAME Five web-based modules in development: 1. Rights and Responsibilities 2. Universal Design for Learning 3. Web Accessibility 4. College Writing 5. Climate Assessment

35. www.cast.org www.washington.edu/doit/ www.cped.uconn.edu www.oln.org/ILT/ada/Fame http://ada.osu.edu/resources/ fastfacts/index.htm www.oln.org/ILT/ada/Fame http://ada.osu.edu/resources/ fastfacts/index.htm www.oln.org/ILT/ada/Fame http://ada.osu.edu/resources/ fastfacts/index.htm