1. Universal Design for Learning: Universal Design for Learning: Implementation in Educational Settings Marla Roll, MS, OTR/L, Director, Assistive Technology Resource Center Craig Spooner, MA, Universal Design for Learning Coordinator Integrated Services Poudre School District October 12, 2011

2. Funded by U.S. Dept. of Education, Office of Postsecondary Education (Grant #P407A100027) Funded by U.S. Dept. of Education, Office of Postsecondary Education (Grant #P407A100027) Goals: Goals: Preparing students for and entry into postsecondary courses, work experiences and/or internships. Preparing students for and entry into postsecondary courses, work experiences and/or internships. UDL training and technical assistance for secondary and postsecondary teachers, staff and administrators. UDL training and technical assistance for secondary and postsecondary teachers, staff and administrators. Academic preparation and skill development, self-advocacy training, life mentoring, socialization guidance, recreation, career exploration, job development and supported employment. Academic preparation and skill development, self-advocacy training, life mentoring, socialization guidance, recreation, career exploration, job development and supported employment. Transitions Project: Opportunities for Postsecondary Success

3. Think differently Think differently systemic change vs. direct service with students with disabilities systemic change vs. direct service with students with disabilities changes in public policy changes in public policy partner and collaborate with teachers and other school personnel partner and collaborate with teachers and other school personnel Understand the benefits of UDL Understand the benefits of UDL UDL increases access to education for all students UDL increases access to education for all students Consider UDL in your intervention Consider UDL in your intervention Consider that OT can be more impactful in school practice Consider that OT can be more impactful in school practice Today’s Objectives

4. Changing Roles under new federal requirements* Changing Roles under new federal requirements* Increased emphasis on collaboration in the classroom Increased emphasis on collaboration in the classroom Also fits with OT “Framework” and its approaches to intervention Also fits with OT “Framework” and its approaches to intervention Almost half of the more than 6 million students served under IDEA spend at least 80% of the school day in general education classes* Almost half of the more than 6 million students served under IDEA spend at least 80% of the school day in general education classes* IDEA encourages: IDEA encourages: Pre-referral intervention Pre-referral intervention RtI approach RtI approach Public Policy *Collaborating for Student Success, p. 125 *OT Services for Children and Youth under IDEA, p. 103

5. RtI’s three-tiered model* *Occupational Therapy Services for Children and Youth Under IDEA (2007). Leslie Jackson Ed. AOTA. p. 114 Tier 3: Intensive Intervention 1 – 5% Tier 2: Targeted Intervention and progress monitoring 10–15% Tier 1: Core Instruction; Universal Supports; Universal Screening and Instruction 80–90%

6. The National Technology Plan for Education 2010 The National Technology Plan for Education 2010 Calls for schools to integrate current and future technology skills and knowledge into both the curriculum and instructional methods used Calls for schools to integrate current and future technology skills and knowledge into both the curriculum and instructional methods used Repeatedly cites UDL as an evidence based strategy for teaching* Repeatedly cites UDL as an evidence based strategy for teaching* Higher Education Opportunity Act Higher Education Opportunity Act 2008 reauthorization established the first statutory definition of Universal Design for Learning 2008 reauthorization established the first statutory definition of Universal Design for Learning No child Left Behind Act – reauthorization No child Left Behind Act – reauthorization all students, including students with disabilities perform at grade level in core content areas all students, including students with disabilities perform at grade level in core content areas Current Legislation Speaks to UDL

7. Universal Design (UD) Build in accessibility from the start Build in accessibility from the start Curb cuts in city streets Curb cuts in city streets Ramps and automatic door openers Ramps and automatic door openers TV closed captions TV closed captions Ergonomic kitchen utensils Ergonomic kitchen utensils Everyone benefits from a more flexible, user-friendly environment Everyone benefits from a more flexible, user-friendly environment Fix the environment, not the individual Fix the environment, not the individual

8. “ ” UDL is a framework that is inspired and informed by students in the margins of traditional education, those diverse learners whose needs, talents, and interests don’t fit a cookie-cutter mold.” “UDL puts the tag ‘disabled’ where it belongs—on the curriculum, not the learner. The curriculum is disabled when it does not meet the needs of diverse learners.” * —David Rose Co-founder & CEO of CAST Universal Design for Learning (UDL) *Council for Exceptional Children http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=10573&TEMPLATE=/CM/ContentDisplay.cfm&CAT=none http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=10573&TEMPLATE=/CM/ContentDisplay.cfm&CAT=none

9. Defining UDL Universal Design for Learning (UDL) is a set of principles and techniques for creating inclusive classroom instruction and accessible course materials. teaching technology

10. Disabilities: Mobility Impairments Mobility Impairments Blindness/Visual Impairments Blindness/Visual Impairments Deafness/Hearing Impairments Deafness/Hearing Impairments Learning Disabilities Learning Disabilities Attention Deficit Disorder (ADD/ADHD) Attention Deficit Disorder (ADD/ADHD) Autism Spectrum Disorder Autism Spectrum Disorder Traumatic Brain Injury (TBI) Traumatic Brain Injury (TBI) Post Traumatic Stress Disorder (PTSD) Post Traumatic Stress Disorder (PTSD) Mental Illness Mental Illness Non-apparent: >2/3 of total, and growing

11. Help teachers to: Modify curriculum to benefit all learners (e.g., hand-writing curricula) Modify curriculum to benefit all learners (e.g., hand-writing curricula) Conduct group learning activities Conduct group learning activities Incorporate hands-on learning activities Incorporate hands-on learning activities Distribute class notes or projects ahead of time Distribute class notes or projects ahead of time Use multi-media and digital formats Use multi-media and digital formats electronic study tools, concept mapping, text to speech; multi-modal output electronic study tools, concept mapping, text to speech; multi-modal output Text + Graphics, Audio, Video Text + Graphics, Audio, Video Usable electronic formats (e.g., Word, PDF, HTML) Usable electronic formats (e.g., Word, PDF, HTML) Digital books Digital books UDL Principle 1 Represent information and concepts in multiple ways (and in a variety of formats)

12. Collaborate with teachers to implement: The “Three P’s”: Projects, Performances, Presentations The “Three P’s”: Projects, Performances, Presentations Mini-writing assignment Mini-writing assignment Portfolios/Journals/Essays Portfolios/Journals/Essays Making a wide variety of writing utensils available Making a wide variety of writing utensils available Allowing students to use computers for written assignments Allowing students to use computers for written assignments Using multi-media tools to express what they know (text/graphics/audio/video) Using multi-media tools to express what they know (text/graphics/audio/video) UDL Principle 2 Students are given multiple ways to express their comprehension and mastery of a topic.

13. Influence school personnel to: Challenge students with meaningful, real-world assignments (e.g., service learning, project-based learning) Challenge students with meaningful, real-world assignments (e.g., service learning, project-based learning) Give prompt and instructive feedback Give prompt and instructive feedback Utilize technology Utilize technology Literacy software tools Literacy software tools Use of courseware Use of courseware Use classroom response systems (e.g., i>clickers) Use classroom response systems (e.g., i>clickers) UDL Principle 3 Students engage with new ideas and information in multiple ways

14. OT’s can encourage use of technology in the general classroom: OT’s can encourage use of technology in the general classroom: Interactive ways to provide content - Interactive ways to provide content - Multi-modal delivery of content Multi-modal delivery of content Scaffolding Scaffolding Differentiated instruction Differentiated instruction Ability to capitalize on individual learning styles Ability to capitalize on individual learning styles Meets the intent of the legislation Meets the intent of the legislation What does technology provide the Teacher?

15. i Pads, Tablets & Smartphones in classrooms – i Pads, Tablets & Smartphones in classrooms – instant access to supplemental resources such as Google, Google Earth instant access to supplemental resources such as Google, Google Earth Useful apps for supplemental support e.g. handwriting, organization, memory Useful apps for supplemental support e.g. handwriting, organization, memory Example: http://www.youtube.com/user/nlgilardino#p/u/72/8QFY24Rh-ks Example: http://www.youtube.com/user/nlgilardino#p/u/72/8QFY24Rh-kshttp://www.youtube.com/user/nlgilardino#p/u/72/8QFY24Rh-ks Site licenses for assistive technology Site licenses for assistive technology Spell and grammar checkers Spell and grammar checkers Concept mapping software – Kidspiration & Inspiration Concept mapping software – Kidspiration & Inspiration Word prediction & word completion Word prediction & word completion Translation software Translation software Literacy software – Kurzweil 3000, Wynn, Read & Write Gold, Co:writer/ Write:Outloud, & Read Outloud. Literacy software – Kurzweil 3000, Wynn, Read & Write Gold, Co:writer/ Write:Outloud, & Read Outloud. Use of digital formats - books and other course materials Use of digital formats - books and other course materials NIMAS – National Instructional Materials Accessibility Standards NIMAS – National Instructional Materials Accessibility Standards Technology that can support representation, expression & engagement

16. “Goal is to create offer alternative ways to access, use and engage with learning content”* “Goal is to create offer alternative ways to access, use and engage with learning content”* “Print-based environment makes this difficult; digital media & computer technologies make for a malleable curriculum.”* “Print-based environment makes this difficult; digital media & computer technologies make for a malleable curriculum.”* Cast Learning Tools http://www.cast.org/learningtools/index.html Cast Learning Tools http://www.cast.org/learningtools/index.html Cast Learning Tools http://www.cast.org/learningtools/index.html Cast Learning Tools http://www.cast.org/learningtools/index.html UDL Book Builder UDL Book Builder Science Writer Science Writer UDL Editions UDL Editions Lesson Builder Lesson Builder UDL Guidelines Summary UDL Guidelines Summary UDL Guidelines UDL Guidelines Examples of technology and UDL from CAST *The universally designed classroom: accessible curriculum and digital technologies. (2005). Cambridge, MA.: Harvard Education Press.

17. UDL within the RtI model *Occupational Therapy Services for Children and Youth Under IDEA (2007). Leslie Jackson Ed. AOTA. p. 114 Tier 3: Intensive Intervention 1 – 5% Tier 2: Targeted Intervention and progress monitoring 10–15% Tier 1: Core Instruction; Universal Supports; Universal Screening and Instruction 80–90% UDL

18. OTs can: promote curricula that support all learning styles promote curricula that support all learning styles Suggest materials for classroom use Suggest materials for classroom use (e.g., raised line paper, tabletop easels, pre-writing activities) (e.g., raised line paper, tabletop easels, pre-writing activities) Recommend furniture and lighting that enhance performance and prevent injury Recommend furniture and lighting that enhance performance and prevent injury Implement school-wide efforts to enhance students’ social and emotional responses to activities at lunch, recess and transitions Implement school-wide efforts to enhance students’ social and emotional responses to activities at lunch, recess and transitions Suggest access to tech tools for the entire classroom Suggest access to tech tools for the entire classroom Site licenses for Read & Write Gold, Kurzweil 3000, Write:Outloud, Co:Writer, Read:Outloud Site licenses for Read & Write Gold, Kurzweil 3000, Write:Outloud, Co:Writer, Read:Outloud Students use the tools they desire (e.g., text to speech) Students use the tools they desire (e.g., text to speech) Digital book players (e.g., ClassMate Reader) Digital book players (e.g., ClassMate Reader) Other tools: Intel Reader, Scanning and Reading pens Other tools: Intel Reader, Scanning and Reading pens UDL is a natural fit with Tier I of RtI

19. UDL is an opportunity for OTs to help schools meet the diverse needs of ALL students UDL is an opportunity for OTs to help schools meet the diverse needs of ALL students You have the legislative mandates and rationale to move services to the teacher/classroom level You have the legislative mandates and rationale to move services to the teacher/classroom level Questions: Questions: What challenges do we face? What challenges do we face? How can we overcome them? How can we overcome them? What can we do right now? What can we do right now? Closing

20. Thank you! Contact info: Marla Roll, MS, OTR/L Marla.Roll@colostate.edu 970-491-2016 atrc.colostate.edu Marla Roll, MS, OTR/L Marla.Roll@colostate.edu 970-491-2016 atrc.colostate.edu atrc.colostate.edu Craig Spooner, MA Craig.Spooner@colostate.edu 970-491-0784 accessproject.colostate.edu Craig Spooner, MA Craig.Spooner@colostate.edu 970-491-0784 accessproject.colostate.edu accessproject.colostate.edu