1. UNIVERSAL DESIGN FOR LEARNING & Appropriate Accommodations/Modification: EDSP 433

2. Universal Design Is our physical environment welcoming? DisWeb © 2000 Karen G. Stone Architectural term coined by R. Mace Physical environment design for access Stairs as access feature/barrier Physical Disabilities Elderly Children Strollers/Carts Retrofitting for physical access remains a design afterthought

3. Retrofitting our Physical Environment Typically solves one issue Often costly to implement Aesthetically inelegant Copyright ® 1997 Access Elevator Company

4. Universal Design Solutions Intentional approach to design Anticipates a variety of needs Broadens usability to public More economical Respects human diversity What kind of Universal Design solutions have you seen?

5. Some Efforts Toward Physical Accessibility

6. Universal Design for Learning Universal Design for Learning Is our pedagogical environment welcoming? UDL is the proactive design of our courses to ensure they are educationally accessible regardless of learning style, physical or sensory abilities. Just as physical barriers exist in our physical environment, curricular barriers exist in our instructional environment.

7. UDL Analogy UDUDL Physical EnvironmentInstructional Environment Physical barriers may exist in our architectural environment Learning barriers may exist in our curricular environment Proactive design of physical spaceProactive design of curriculum and instruction Physical retrofitting can be costly and is often inelegant Instructional accommodations can be time consuming and difficult to implement 7

8. Educationally, Does One Size Fit All?

9. Think – Pair - Share  Take a moment and recall an activity in one of your classes where you struggled to understand a particular idea or topic.  What “teaching variables” may have impacted your success?

10. UDL Foundations: Brain-based Learning Networks Current brain research indicates three distinct yet inter-related learning networks (Rose, Meyer, Hitchcock, 2005): 1.Recognition Learning Network (what)  How we make sense of presented information 2.Affective Learning Network (why)  How motivation & participation impacts learning 3.Strategic Learning Network (how)  How we demonstrate our learning or mastery http://lessonbuilder.cast.org/learn.php

11. Brain Imaging Showing Individual Differences These three functional magnetic resonance images (fMRI) show brain activity patterns of three different people performing the same simple, finger tapping task. The level of brain activity during performance of this task is designated using color. Blue indicates a low to moderate level of activity, red indicates a high level of activity, and yellow indicates an extremely high level of activity. CAST: Teaching Every Student © 2002-2009

12. Making the Connection UDL Principles for Effective Instruction Creating flexible learning environments so that we…  Offer various ways to REPRESENT (show) essential course concepts in support of recognition learning networks  Offer various ways to encourage student ENGAGEMENT (participate) in support of affective learning networks  Offer students various formats for EXPRESSION (demonstration) of what they have learned through strategic learning networks

13. UDL is not…  Specialized privileges for a few students  It is not about special accommodations  Watering down your academic expectations  It is not about making courses easier – school is supposed to be challenging if learning occurs  A “magic bullet” or “fix” for all students  It is not going to solve all your curricular or pedagogical problems  A prescriptive formula  No checklist will offer the “UDL solution”

15. Reading Disabilities? Print Disabilities? Universal Design for Learning… Shifting the focus of the problem

16. UDL Representation Engagement Expression Lesson Objectives MaterialsMethodsAssessment

17. What Do We Have Control Over? Lesson Planning Lesson Plan Goal or ObjectiveWhat is the purpose of the lesson? CurriculumWhat materials will you use to teach? (textbook, worksheets, manipulatives) PedagogyHow will you teach the lesson? (lecture, cooperative groups, pairs) AssessmentHow will you measure if students learned? (formal/informal measures, observations 17

18. Teaching Mathematics Patterns Traditional Approach Often the teacher reviews with the students the section of the math book that introduces number patterns. The teacher then offers guided practice with the whole class using the chalkboard. Finally, the teacher asks the students to complete a worksheet independently. Thus, in a print-based environment: 1.students review the same book, 2.participate in the guided lesson, 3.and respond individually to the same worksheet.

19. Universal Design for Learning Elements Lesson: Mathematics Number Patterns REPRESENTATION Provide Multiple Examples (2.5) Teacher reviews both the textbook as well as other examples of number patterns through the story “The Kings Chessboard” REPRESENTATION Highlight Critical Features (3.2) Teacher highlights critical features of number patterns across both the textbook and story with guided practice ENGAGEMENT Foster collaboration & community (8.3) In cooperative groups, students rotate to three different stations that support exploring number patterns including (1) practice worksheet station (2) math computer program and (3) chalkboard examples ENGAGEMENT Optimize choice and autonomy (7.1) In pairs, students construct their own examples of number patterns EXPRESSION Build fluencies with graduated levels of support (5.3) Teacher uses student generated examples and standard text examples and creates leveled assessment worksheet

20. Models of Support Accommodations Model Differentiation of instruction Modifications Model Universal Design

21. Definition: Accommodation  An accommodation allows a student with a disability to complete the same assignment or exam as other students, but with a change in the timing, formatting, setting, scheduling, response and/or presentation. This accommodation does not alter in any significant way what the test or assignment measures.  Importantly, accommodations indicate that the student is expected to meet the same standard as others.  Example:  Student who is blind has a Braille version of their math book (taught)  Student takes final exam alone in a quiet room w/monitor (tested) Key Point: Same skill is being measured yet the student’s disability is accommodated. Fair & Accurate Offering No Unfair Advantage

22.  A modification is an adjustment to an assignment or a test that substantially changes the standard of what the test or assignment is supposed to measure.  Importantly, modifications indicates the student is not expected to meet the same standard as others. Thus, we are modifying our expectations.  Examples:  Student completes work on part of a math quiz  Student completes a different English assignment Key Point: We are adjusting the level of support/expectation in recognition of the student’s disability. Definition: Modification

23. Test Your Knowledge Accommodation or Modification?  Below grade level testing?  Extended time on reading fluency (timed) test?  Extended time on reading comprehension test?  Use of a calculator on a computational math quiz?  Repeated test directions on a final exam?  Use of a computer to write an English paper?  Frequent breaks during mid-term exam?

24. Alteration of the Materials 3. Adding Materials 4. Adapting Materials 5. Substituting Materials Alteration of our Expectations 6. Modification of Quantity 7. Demonstration of Learning 8. Prioritization of Goals EFFECTIVE SUPPORTS FOR ALL STUDENTS Carol Tashie et al 1. Can they participate in the lesson the same way? Yes = stop hereNo = continue 2. If not, which of the following supports and/or alterations (one or more) are necessary for the student’s full participation? Addition of Supports 1. Peer Supports 2. Adult Supports

25. What Would You Do?  William is a 7 th grade student at Lewis Middle School. He is currently in your general education English classroom as well as receiving support from a Resource Specialist.  You have a major project long-term project in your class where each student needs to create their own book which will be “published” in the school library. More specifically, by the end of the semester students are expected to participate and complete each phase of the writing process (concept/plan, draft, edit, etc.) so they can publish a 10-15 page fictional book with illustrations.  William has a difficult time with the writing process. His pencil/paper work tends to be quite illegible and when asked to do written work in class he generally only completes – at most – one paragraph. He is however a pretty good drawer and often draws/doodles images that look quite realistic.  You know the project is due in one month and you are concerned he might not be able to complete the project.