2. Universal Design for Learning: Meaningful Access to the General Ed Curriculum for All Students Ricki Sabia National Down Syndrome Society rsabia@ndss.org

3. © CAST, Inc. Universal Design in Architecture and Products Curb Cuts Curb Cuts Ramps Ramps Captions on TV Captions on TV Elevators Elevators Easy Grip Tools Easy Grip Tools

4. The Challenge in Education Unprecedented diversity of learners in classrooms Barriers to learning arise in learners' interactions with inflexible educational goals, materials, methods, and assessments. Teachers feeling overwhelmed. © CAST, Inc.

5. Universal Design for Learning (UDL) Applies concept of Universal Design to education Principles developed in the 1990’s by the Center for Applied Special Technology (CAST-www.cast.org) Federal support for UDL research, dissemination since 1999 © CAST, Inc.

6. . UDL Benefits Recognizes the reality of classroom diversity Recognizes the reality of classroom diversity Scientifically valid framework and set of principles for accessible curriculum design Scientifically valid framework and set of principles for accessible curriculum design Provides physical and cognitive access to curriculum Provides physical and cognitive access to curriculum © CAST, Inc.

7. UDL Benefits (continued) Minimizes retrofitting by teacher Minimizes retrofitting by teacher Supports meaningful access to the general education curriculum and successful inclusion in general education class Supports meaningful access to the general education curriculum and successful inclusion in general education class © CAST, Inc.

8. “Universal”

9. “Design” Curriculum must be designed from the beginning to be flexible. Must be customizable to provide both challenge and supports for many levels of abilities and learning styles Digital text is more flexible than printed text However, low tech options can be used © CAST, Inc.

10. Visual display

11. © CAST, Inc. Visual display http://www.harcourtschool.com/menus/harcourt_horizo ns/topmenu/index.html

12. © CAST, Inc. Auditory display

13. © CAST, Inc. Embedded Learning Supports Embedded Strategy Supports Embedded Strategy Supports Embedded Background Knowledge Embedded Background Knowledge Embedded Vocabulary Supports Embedded Vocabulary Supports Embedded Options for Responding Embedded Options for Responding

14. © CAST, Inc. “For Learning”

15. © CAST, Inc. UDL and the Learning Brain Recognition networks Strategic networks Affective networks

16. © CAST, Inc. UDL and the Learning Brain Recognition networks: “the what of learning” Recognition Network

17. © CAST, Inc. What do you see?

18. © CAST, Inc.

19. Recognition Network UDL Principle: Multiple Means of Representation –Supports learning by providing: options for perception (interpreting sensory information) options for perception (interpreting sensory information) options for understanding language options for understanding language options for understanding concepts options for understanding concepts

20. © CAST, Inc. UDL and the Learning Brain Strategic networks: “the how of learning” plan, execute, and monitor actions and skills Strategic Network

21. © CAST, Inc. Strategic Network Motor Motor –Write –Draw –Speak –Manipulate Executive Functions Executive Functions –Plan –Organize –Monitor –Adjust –Reflect

22. © CAST, Inc. DogCatBikeGrassBuilding Memorize These Words Tree Kite Zoo House Patio

23. © CAST, Inc. Learning Strategies and the Brain

24. © CAST, Inc. Strategic Network UDL Principle: Multiple Means of Action and Expression Multiple Means of Action and Expression –Supports learning by providing: options for physical actions options for physical actions options for expressive skills options for expressive skills options for executive functions options for executive functions

25. © CAST, Inc. UDL and the Learning Brain Affective networks: “the why of learning” Affective Network

26. © CAST, Inc. Affective Network UDL Principle: Multiple Means of Engagement Multiple Means of Engagement –Supports learning by providing: options for creating interest options for creating interest options for sustaining effort and persistence options for sustaining effort and persistence options for self-regulation options for self-regulation

27. © CAST, Inc. Remember the Three Networks They must work together Affective Network Strategic Network Recognition Network

28. Remember the Three Principles 1. Multiple Means of Representation –Recognition network 2. Multiple means of Expression -Strategic network 3. Multiple Means of Engagement –Affective network

29. © CAST, Inc. http://www.cast.org/publications/UDL guidelines/version1.html

30. UDL in Practice Apply the three principles to the four pillars of curriculum: educational goals, materials, methods, and assessments This ensures all three brain networks are engaged at the same time to optimize learning and accurate assessment!

31. Instructional Goals Traditional: The means for accomplishing the goals are interwoven into the instructional goal. UDL: The means for attaining the goals can be individualized.

32. Instructional Materials Traditional: The materials are mostly print; everyone gets the same materials UDL: Use a variety of levels of printed text, digital, video, audio materials etc.

33. © CAST, Inc. http://bookbuilder.cast.org/ Digital Examples of Materials: Bookbuilder

34. UDL Editions http://udleditions.cast.org/ UDL Editions take advantage of the flexibility of digital media to reach and engage all learners. Leveled supports and the Texthelp Toolbar balance challenge and support for each learner, ages 10 and up. Also see Thinking Reader http://www.tomsnyder.com/products/ product.asp?SKU=THITHI&Subject =LanguageArts

35. Kurzweil http://www.kurzweiledu.com/

36. Kidspiration http://www.inspiration.com/Kidspiration

37. Inspiration http://www.inspiration.com/Inspiration Odyssey

38. Power Point

39. Don Johnston Start to Finish Products http://www.donjohnston.com/products/start_to_finish/

40. Teaching Methods Traditional: Usually lecture style, homogenous grouping, unsupported note-taking UDL: Avoid limiting presentation style. Frequent questions, clarification, interactivity Heterogeneous working groups Provide adapted materials for note- taking

41. Assessments Traditional: Administer the end-of-chapter test, which consists of multiple choice and short essay answers. UDL: Ensure test objectives match instructional objectives If needed consider alternate means of delivery, modification of assessment content, different question format

42. National UDL Task Force Coalition of 38 national general education and disability groups; some with counterparts at state/local level Mission: promote implementation of UDL through policy and dissemination of information to stakeholders Biggest Challenge—get recognition that this is for ALL students not just a special education issue.

43. Federal Level-Task Force Action Steps Higher Ed Act – incorporated UDL language in reauthorized Act ESEA/NCLB- had briefing and presented draft language IDEA-needs UDL language, not just UD

44. What You Can Do- Advocacy for UDL National Level Educate your Representative and Senators and/or their staff about UDL Respond to NDSS alerts

45. Advocacy for UDL-State Create State coalition of stakeholders Statewide conference on UDL. Inform State officials/get legislation Encourage State UDL strategic plan and get UDL in technology plan

46. Advocacy for UDL-Local Meet with Board of Ed members and testify at budget hearings Encourage strategic collaboration between departments: curriculum, technology, staff development,, Special Ed ESOL, gifted programs Volunteer on committees

47. Advocacy for UDL-School Have one-one conversations with principal, teachers and other parents Present at staff and PTA meetings Recruit them to advocate with you Encourage attendance at CAST Institutes http://www.cast.org/pd/institute/index.h tml