1. CREATING OPPORTUNITIES FOR STUDENTS IN READING/LANGUAGE ARTS Tanya Tullos Jennifer Brock

2. What is Universal Design for Learning?  UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.  "Universal" does not imply a single optimal solution for everyone. Instead, it is meant to underscore the need for multiple approaches to meet the needs of diverse learners. CAST, 2009

3. Neuroscience Research and UDL  Recent research in neuroscience shows that each brain processes information differently.  The way we learn is as individual as DNA or fingerprints.  In its research, CAST has identified three primary brain networks and the roles they play in learning. CAST, 2009

4. Brain Networks  Recognition networks Gathering facts. How we identify and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks—the "what" of learning.  Strategic networks Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks—the "how" of learning.  Affective networks How students are engaged and motivated. How they are challenged, excited, or interested. These are affective dimensions—the "why" of learning. CAST, 2009

5. Universally Designed Curriculum  Multiple means of representation to give learners various ways of acquiring information and knowledge  Multiple means of action and expression to provide learners alternatives for demonstrating what they know  Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn CAST, 2009

6. National Center on Universal Design for Learning, 2009 What How Why

7. Technology and UDL  Flexible digital media makes it easier than ever to provide these multiple alternatives and therefore customize teaching and learning.  UDL uses technology's power and flexibility to make education more inclusive and effective for all. CAST, 2009

8. Students Who Benefits from UDL  Learning disabilities such as dyslexia  English language barriers  Emotional or behavioral problems  Lack of interest or engagement  Sensory and physical disabilities CAST, 2009

9. Barriers that Limit Engagement and Learning  Difficulty accessing print  Low vision  Limited English  Home problems  Organizational problems  Poor writing mechanics  Fine motor problems  Easily discouraged  Easily distracted

10. Opportunities to Learn  Diversity is the norm, not the exception, wherever individuals are gathered, including in schools.  Because most curricula are not able to be adapted to individual differences, we have come to recognize that our curricula, rather than our students, are "disabled.“ National Center on Universal Design for Learning, 2009

11. Designing a Lesson CAST, 2009

12. Traditional vs. UDL Traditional ApproachUniversal Design for Learning Utilizes fixed media Speech Text Images Utilizes flexible digital media Versatile Transformable Can be marked Can be networked Rose & Meyer, 2002 Represent understanding through print- based methods Demonstrate learning using a variety of media and styles including: writing illustrating speaking animating video-making Rose, Meyer, & Hitchcock, 2006

13. Lesson-Planning Tips  Include options for student choice.  Be flexible in your lesson planning. Lessons may need to change based on student needs, reflective teaching, and/or specialist input.  Outcomes are anticipated but not standardized.

14. UDL Guidelines  The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement  Like UDL itself, these Guidelines are flexible and should be mixed and matched into the curriculum as appropriate.  The UDL Guidelines are not meant to be a "prescription" but a set of strategies that can be employed to overcome the barriers inherent in most existing curricula. National Center on Universal Design for Learning, 2009

15. Educator Checklist  Lists the UDL Guidelines in a hyperlinked format  Hyperlinked to additional online resources  Provides guidance for teacher lesson planning  Provides space for note-taking

16. Resources  Center for Applied Special Technology (CAST), www.cast.org www.cast.org  Discovery Education by subscription through Region 4, www.discoveryeducation.com www.discoveryeducation.com  National Center on Universal Design for Learning, www.udlcenter.org www.udlcenter.org  Teaching Every Student in the Digital Age: Universal Design for Learning by David H. Rose and Anne Meyer, 2002 http://www.cast.org/teachingeverystudent/ideas/tes/ http://www.cast.org/teachingeverystudent/ideas/tes/  The Universally Designed Classroom: Accessible Curriculum and Digital Technologies by David H. Rose, Anne Meyer, and Chuck Hitchcock, 2006.