1. Universal Design for learning ESE 380 January 29, 2009

2. Consider This… A young man in a wheelchair has been left at the front of the building in a snowstorm. A custodian is shoveling the steps. The young man asks the custodian, “Would you mind shoveling the ramp?” The custodian replies, “Sure, as soon as I am finished with the stairs”. Consider This… A young man in a wheelchair has been left at the front of the building in a snowstorm. A custodian is shoveling the steps. The young man asks the custodian, “Would you mind shoveling the ramp?” The custodian replies, “Sure, as soon as I am finished with the stairs”. Consider This… A young man in a wheelchair has been left at the front of the building in a snowstorm. A custodian is shoveling the steps. The young man asks the custodian, “Would you mind shoveling the ramp?” The custodian replies, “Sure, as soon as I am finished with the stairs”.

3. Questions to Consider… 1. What do you think the custodian was thinking? 2. What do you think the student was thinking? 3. What are your thoughts on this situation? Please write out a response to #3 on a sheet of paper. This is an anonymous activity, so do not put your name on your paper.

4. The Snowball Activity 1. Crumple the sheet of paper containing your response to #3 into a ball. 2. On the count of “1, 2, 3!” we will have a “snowball fight.” 3. Please follow the following rules: No “ice balls;” we don’t want anyone getting hurt. When we stop, don’t announce whose paper you got, including your own; remember that this is anonymous. You may not throw your “snowball” at anyone who cannot see it coming! 4. Continue to throw the snowballs until I say “Stop!” You may need to get up and retrieve loose snowballs from around you. Ready?

5. Origin of Universal Design The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” (Center for Universal Design, 1997).

6. Definition of Universal Design for Learning “In terms of learning, universal design means the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities…” (Orkwis & McLane, 1998)

7. What Universal Design Is NOT… One size fits all

8. Tenets of Universal Design for Learning Flexibility is embedded, not implemented after the fact Flexible curricular materials and activities create access to teaching and learning Challenging learning outcomes are achievable by learners with a wide variety of differences Flexibility benefits all learners, not just those with disabilities

9. Core Principles of UDL Flexibility and Redundancy in... Emotional, Physical, and Cognitive Engagement Information, Materials, and Instructional Delivery Student Activities and Assessment

10. Additional Resources For more information on universal design, please visit my home page and go to the link for additional universal design resources and universal design presentations… http://jan.ucc.nau.edu/~csl9