1. Universal Design for Learning Amanda L. Darlington EDUC 7109 Amanda L. Darlington EDUC 7109

2. The idea... Have you ever had to walk up stairs with crutches, a stroller, or even a wheelchair?

3. There has to be a better way! The term “Universal Design” was coined by the architect Ronald L. Mace to describe the concept of designing all products and buildings in a way that makes them accessible by all users. http://en.wikipedia.org/wiki/Universal_design The term “Universal Design” was coined by the architect Ronald L. Mace to describe the concept of designing all products and buildings in a way that makes them accessible by all users. http://en.wikipedia.org/wiki/Universal_design

4. What’s next Just as Universal Design in architecture aims to make the physical world accessible to everyone, Universal Design for Learning is also aiming to making learning accessible to all students. “UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size- fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs” (CAST.org). Just as Universal Design in architecture aims to make the physical world accessible to everyone, Universal Design for Learning is also aiming to making learning accessible to all students. “UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size- fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs” (CAST.org).

5. How does UDL Support Diversity? “From pre-kindergarten to graduate school, classrooms usually include learners with diverse abilities and backgrounds, including students with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, varied preferences and motivations for learning, students who are unusually gifted, and many others... A universally designed curriculum is designed from the outset to meet the needs of the greatest numbers of users, making costly, time-consuming, and after-the-fact changes to the curriculum unnecessary” (http://www.cast.org/udl/faq/index.html).http://www.cast.org/udl/faq/index.html “From pre-kindergarten to graduate school, classrooms usually include learners with diverse abilities and backgrounds, including students with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, varied preferences and motivations for learning, students who are unusually gifted, and many others... A universally designed curriculum is designed from the outset to meet the needs of the greatest numbers of users, making costly, time-consuming, and after-the-fact changes to the curriculum unnecessary” (http://www.cast.org/udl/faq/index.html).http://www.cast.org/udl/faq/index.html

6. Three Principles of UDL Multiple means of representation Multiple means of action and expression Multiple means of engagement Multiple means of representation Multiple means of action and expression Multiple means of engagement

7. Multiple Means of Representation Students have the opportunity to gain information through different forms of representation. Examples: Audio/video lessons Multimedia/photo presentations Computer Software Students have the opportunity to gain information through different forms of representation. Examples: Audio/video lessons Multimedia/photo presentations Computer Software

8. Multiple Means of Action and Expression ExExpExpression Students have the opportunity to present their knowledge of material using various methods. Examples: Student presentations using multimedia software Simulations Graphic Organizers Students have the opportunity to present their knowledge of material using various methods. Examples: Student presentations using multimedia software Simulations Graphic Organizers

9. Multiple Means of Engagement Students have the opportunity to participate in activities that engage them and are interesting to them. Examples: Guest speakers Simulations Relation of material to pop culture Making the material relevant to the students’ lives Students have the opportunity to participate in activities that engage them and are interesting to them. Examples: Guest speakers Simulations Relation of material to pop culture Making the material relevant to the students’ lives

10. Technology in UDL Technology allows UDL to be implemented in a plethora of ways with a variety of sources. Technology tools help to support the individualization necessary to engage all types of learners (http://www.cast.org/research/udl/index.htm)http://www.cast.org/research/udl/index.htm Technology allows UDL to be implemented in a plethora of ways with a variety of sources. Technology tools help to support the individualization necessary to engage all types of learners (http://www.cast.org/research/udl/index.htm)http://www.cast.org/research/udl/index.htm

11. Impact of UDL Will help us to address our diverse populations Will make our lessons more relevant to students Will give students more options to learn and display their depth of knowledge. Will help us to address our diverse populations Will make our lessons more relevant to students Will give students more options to learn and display their depth of knowledge.

12. Brain Research on UDL The brain is broken up into three different networks: Recognition Networks Strategic Networks Affective Networks The brain is broken up into three different networks: Recognition Networks Strategic Networks Affective Networks

13. Three Networks

14. Recognition Networks This network identifies information or recognizes it and can use it later(Rose, D., & Meyer, A.,2002).

15. Strategic Networks This network plans, executes, and monitors what is important (Rose, D., & Meyer, A., 2002).

16. Affective Networks This network evaluates and set priorities of the learning process (Rose, D., & Meyer, A., 2002).

17. Cast Resources UDL Book Builder UDL Curriculum Self Check UDL Tech Toolkit UDL Book Builder UDL Curriculum Self Check UDL Tech Toolkit

18. UDL Book Builder Helps teachers create digital books to support reading and literacy instruction/learning. Will help our school with below grade level readers. http://lessonbuilder.cast.orghttp://lessonbuilder.cast.org/ Helps teachers create digital books to support reading and literacy instruction/learning. Will help our school with below grade level readers. http://lessonbuilder.cast.orghttp://lessonbuilder.cast.org/

19. UDL Curriculum Self Check Helps teachers add flexibility into their lessons so they can reach and engage all students. Provides a guideline to check lessons and see where you stand as an educator using UDL. http://udlselfcheck.cast.orghttp://udlselfcheck.cast.org/ Helps teachers add flexibility into their lessons so they can reach and engage all students. Provides a guideline to check lessons and see where you stand as an educator using UDL. http://udlselfcheck.cast.orghttp://udlselfcheck.cast.org/

20. UDL Tech Toolkit This site gives several resources that teachers can use in their classrooms such as graphic organizers and math, literacy, and writing tools. http://udltechtoolkit.wikispaces.comhttp://udltechtoolkit.wikispaces.com/ This site gives several resources that teachers can use in their classrooms such as graphic organizers and math, literacy, and writing tools. http://udltechtoolkit.wikispaces.comhttp://udltechtoolkit.wikispaces.com/

21. Resources Center for Applied Special Technology (CAST),(2010) Universal Design for Learning. Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/te s/ http://www.cast.org/teachingeverystudent/ideas/te s/ Center for Applied Special Technology (CAST),(2010) Universal Design for Learning. Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/te s/ http://www.cast.org/teachingeverystudent/ideas/te s/