1. U NIVERSAL D ESIGN FOR L EARNING (UDL) Carrye DeCrane September 30, 2010 EDUC 6714D-1 – Sherry Lambertson Walden University

2. B EING FAIR IS NOT TREATING EVERY STUDENT THE SAME WAY, BUT DOING OUR BEST TO MEET EACH INDIVIDUAL STUDENT ’ S DIVERSE NEEDS. How do we accommodate the unique needs of ALL students? Universal Design for Learning! (UDL)

3. W HAT IS U NIVERSAL D ESIGN FOR L EARNING ? A flexible approach to instruction (Laureate Education, 2009). Student-centered differentiation. Based on the CAST “blueprint” for planning lessons that can be customized for every student. Emphasizes technology-based resources and strategies.

4. W HAT IS CAST HOW CAN THEY HELP ? Center for Applied Special TechnologyCenter for Applied Special Technology (CAST, 2010a) Innovators who believe that every student should have equal access to learning. A resource for those of us who agree! See some suggestions at the end of the slideshow.

5. W HAT DOES UDL DO ? Gives us a multidimensional view of our students as learners. Provides insights into our students’ interests, knowledge, and understanding. Offers multiple paths to engage them. Motivates! Gives them multiple ways to access content. Gives them multiple ways to show what they learn. Provides differentiated instruction. For TeachersFor Students

6. T HE INSPIRATION ? G REAT MINDS DO NOT THINK ALIKE ! Our individual learning profiles and styles are unique – as unique as our fingerprints (CAST, 2010a). Variables include: Needs Skills Interests

7. W HERE DO WE SEE IT IN OUR SCHOOL ALREADY ? The assistive and supportive technology used by our special needs students: Textbooks on CD Voice recognition software The tools and technology used by all of our students: Online research database access Word processing software

8. F OR TEACHERS, TECHNOLOGY IS THE FOUNDATION OF UDL Differentiate instruction: audio, video, text Vary instructional strategies: SmartBoard demos, outlines Vary instructional activities: games for skill practice, online research, classroom blog participation

9. F OR STUDENTS, TECHNOLOGY IS ALSO THE FOUNDATION OF UDL Increase motivation with tools they know and use regularly: social networking, video games Promote self-paced and self-directed work: word processing Vary assessment products: podcasts, PowerPoint presentations, iMovies, wiki entries

10. H OW DOES TECHNOLOGY AND THE UDL FORMAT SUPPORT DIVERSITY ? Student academic needs are supported through flexible lesson planning and a variety of instructional strategies (Laureate Education, 2009). A variety of learning styles as well as diverse cultural, linguistic, and ethnic needs are supported by the power of choice afforded students to direct their own topics, processes and assessments. Technology opens a wealth of opportunity to both teachers and students to customize the learning experience.

11. C URRENT BRAIN RESEARCH SUPPORTS THE THREE AREAS OF UDL (CAST, 2010) Motivation Access Expression

12. BRAIN RESEARCH MOTIVATIO N The “WHY” of learning THE AFFECTIVE NETWORKS Engage students. Tap into student interests. Provide challenges. Stimulate learning. Work in the Zone of Proximal Development (Howard, 2004). Increase motivation.

13. BRAIN RESEARCH ACCESS The “WHAT” of learning THE RECOGNITION NETWORKS Use a variety of strategies to present information. Give options for knowledge acquisition. Gather resources, facts, details. Categorize, identify patterns.

14. BRAIN RESEARCH EXPRESSIO N The “HOW” of learning THE STRATEGIC NETWORKS Give options to demonstrate knowledge. Help students formulate a plan of action. Encourage self- expression. Celebrate what they know.

15. W HAT WILL BE THE IMPACT ON LEARNING IF WE ADOPT UDL IN OUR SCHOOL ? All students receive differentiated instruction. Students have more access to content through varied instruction. Students develop a view of technology as a learning tool, not just a toy or social connection. Students are more engaged and motivated.

16. U SEFUL RESOURCES FROM CAST CAST Use their lesson builder to view sample lessons, modify existing lessons and develop new UDL lesson plans.lesson builder http://www.cast.org/learningtools/lesson_builder/index.html To help students do more effective online research, in all content areas, try the Strategy Tutor site. h ttp://cst.cast.org/cst/auth-loginStrategy Tutor h ttp://cst.cast.org/cst/auth-login Teaching Every Student Teaching Every Student offers a variety of tools for teachers who want to learn more about UDL; they include sample lessons, planning models, and a link to the book Teaching Every Student in the Digital Age: Universal Design for Learning. http://www.cast.org/teachingeverystudent/ Teaching Every Student in the Digital Age: Universal Design for Learning http://www.cast.org/teachingeverystudent/

17. A NOTHER KEY RESOURCE FOR UDL HOPEFULS ! The National Center on Universal Design for Learning is an especially helpful site with UDL Guidelines, a forum for professionals to share ideas, and links to advocacy and news sources. This is another site produced by CAST. The link is on their homepage or you can go directly to the UDL Center through http://www.udlcenter.org/ (CAST, 2010b).National Center on Universal Design for Learning UDL Guidelines http://www.udlcenter.org/

18. R EFERENCES CAST. (2010a). CAST: Center for applied special technology. Retrieved from http://www.cast.org/index.html http://www.cast.org/index.html CAST. (2010b ). National Center Universal Design for Learning. Retrieved from http://www.udlcenter.org/ http://www.udlcenter.org/ Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. International Society for Technology in Education, 31 (5), 26–29. Retrieved from the ERIC database. Laureate Education, Inc. (Executive Producer). (2009). Universal Design for Learning. Baltimore: Author.