1. Universal Design for Learning: A framework for access and equity presented by Jenna Gravel, CAST Dr. Patti Ralabate, NEA Dr. Lisa Thomas, AFT

2. Session agenda Defining and understanding  Universal design  Universal design for learning (UDL) UDL as a vehicle for equity & access  Principles & examples Resources Q/A

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

4. What does access to learning mean?

5. Early implementation Retrofitting Solves only one problem Can be costly Many are UGLY!

6. Universal design (UD) principles Not one size fits all Design from beginning; not add on later Increase access opportunities for everyone

7. UD examples Ramps Curb cuts Electric doors Captions on television Easy-grip tools

8. UD solutions

9. Who benefits?

11. Universal design for learning (UDL) More ways to access… More ways to participate… More ways to demonstrate learning… Resulting in more equitable access to… the general education curriculum for ALL learners

12. Why UDL? Current instructional practices are not appropriate for all learners Existence of academic achievement gaps Benefits of accessibility vs. retrofitting

13. Goals of UDL Improving access, participation & achievement Eliminating or reducing physical & academic barriers Valuing diversity through proactive design

14. Access & Equity is Built-in Designed from the outset to meet the needs of all students

15. Principles of UDL Multiple  means of representation  means of action and expression  means of engagement - CAST -

17. UDL principles in action

18. Multiple Means of Representation Examples  Read aloud  Highlight phrases  Listen to audiotape  Text-to-speech  Built-in talking glossary  Built-in language translation

19. CAST’s UDL Editions

20. Alternatives for visual info: Text-to-speech Decoding/cross-linguistic understanding: Text-to- speech, translation Define vocab and symbols: Multimedia glossary, figurative language Activate background knowledge: Links to background knowledge

21. CAST’s UDL Editions

22. TTS and Translation TextHelp Toolbar

23. Multimedia Glossary Vocab support

24. Figurative Language Literary devices

25. Background Knowledge Activate and supply

26. Multiple Means of Action and Expression  Written response  Verbal response  Visual art project  Dramatic response  iMovie (Macintosh)  Multimedia: Power Point, Hyperstudio

27. What does it look like? Multiple Means of Action and Expression

28. What does it look like? Options that allow for different physical responses pointing mouse/joystick manipulatives range of rate, timing range of motor actions

29. What does it look like? 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)

30. What does it look like? 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

31. Multiple Means of Engagement  Keep ongoing personal journal  Use archived resources  Flexibility in use of tools to access information  Choice in means of expression  Flexible grouping strategies

32. Managing Student Behavior – Multiple Means of Engagement Activity – creating classroom or school-wide rules Be kind Be safe Be cooperative Be respectful

33. Options that enhance value: personal journal Options that enhance salience of goals: use archived resources Options that foster communication: school-wide PBIS Program Options that guide expectations: self-regulatory goals Options that develop reflection: collecting and displaying data

34. Options That Enhance Value Personal journal Record how negative behavior is addressed in various cultures Model what “Be respectful” looks like across multiple settings Connect relevancy to school and cultural norms

35. Options That Enhance Salience of Goals Use archived resources Review previous class or school data Identify class or school goals for appropriate behavior Set target goals – individual, class, and/or school

36. Options That Foster Communication Schoolwide Behavior Support Programs Peer tutoring and monitoring Differentiated goals and supports Prompts that guide students

37. Options That Guide Expectations Self-regulatory goals Create prompts that focus on goals Provide opportunities for reflection Model desired behavior Create plan for maintaining goals

38. Options That Develop Reflection Collecting and displaying data Assist students in collecting data Determine ways in which data will be displayed Compare to archived data Show explicit connection – individual, classroom, school, community

39. Managing Student Behavior “Creating classroom norms, expectations, and rules are a golden opportunity to establish and sustain student engagement, use it!” Dr. Mary Magee Quinn, Researcher

40. Resources Center for Applied Special Technology www.cast.org National Task Force on UDL www.udl4all.org IDEA Partnership Community of Practice - UDL www.sharedwork.org www.sharedwork.org NEA Research Spotlight on UDL http://www.nea.org/tools/29111.htm

41. Online Resources National Center on UDL Center for Implementing Technology in Education www.cited.org National Symposium on UDL and Inclusive Practices http://ondemand.neaacademy.org http://www.udlcenter.org/ Teaching Every Student in the Digital Age http://www.cast.org/teachingevery student/

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

43. Comments … Questions ??? Ahas !!! Takeaways???