1. Universal Design for Learning
An open door leading to our round planet Earth filling the door way.
Universal Design for Learning
TEACHING ALL STUDENTS,
REACHING ALL LEARNERS
Center on Disability Studies, University of Hawaii

2. Overview UDL Definition and Importance How UDL is Applied Questions
Further Resources

3. Introductions Speaker – Megan A. Conway, Ph.D. mconway@hawaii.edu
What I want you to know about me:
Faculty at UH Center on Disability Studies
Training Coordinator for Federal OPE Grant
Visually and Hearing Impaired.
Anything I need to know about you?
PURPOSE OF Students with Disabilities as Diverse Learners TO CONDUCT FACULTY DEVELOPMENT IN AREAS OF UDL, CULTURAL DIVERSITY, MENTORING
INFO ON ONLINE AND IN PERSON TRAINING ON WEBSITE

4. I. Definition and Importance of UDL
“Breaking Barriers”
CARTOON IMAGE OF A MAN IN A WHEELCHAIR CRASHING INTO A HOUSE, A TOILET, A WALL, STAIRS
A cartoon image of a man in a wheelchair, simulating a bulldozer, bulldozing construction of a brick wall, a house structure, a ladder, and an entire toilet out of his path.

5. Universal Design
Universal Design is the design of products and environments to be usable by everyone, to the greatest extent possible, without the need for adaptation or specialized design.”
~Ron Mace
“[Universal Design for Learning] UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.”
~(CAST,
Ron Mace ( ), Creator of the concept and the term "Universal Design," and Fellow of the American Institute of Architects.
UD WAS CREATED AS AN ARCHITECTURAL CONCEPT. AN EXAMPLE OF UD IS CURB CUTS OR AN ELEVATOR THAT MAKE IT POSSIBLE FOR A WHEELCHAIR, A STROLLER, A BICYCLE, A PULL-TYPE SUITCASE AND A DELIVERY CART TO MOVE EFFORTLESSLY UP A LEVEL.

6. Challenge?
What’s wrong with this picture?

7. Solution!
Who benefits from curb cuts?

8. Challenge? Learners are diverse! Disabilities Returning/older learners
Diverse Learners
Disabilities
Returning/older learners
Second language learners
Ethnic Diversity
Socioeconomic
Cultural

9. Solution! UDL Best Practices UDL Support s UDL Framework
designs and implements curricula that enables all individuals to gain knowledge
UDL Support s
UDL supports learning and reduces barriers to the curriculum
UDL Best Practices
proactively meets the needs of diverse learners

10. Benefits of UDL Faculty benefit by: Students benefit by:
Greater access to course content
Greater opportunities for achievement
Greater satisfaction with the learning process
Faculty benefit by:
Ability to reach a diverse population without needing to modify course requirements/expectations.
Tools to consider how and what to teach in a systematic and structured manner.
Opportunity to examine teaching effectiveness in light of reappointment, tenure, and promotion process.

11. 3 Principles of UDL Multiple means of…
Representation
Ways to represent materials for student recognition of material (ex. Lecture, video, audio, digital materials, groups)
Expression
Ways of expression of what is learned (ex. Presentation, papers, role-playing, technology implementation, projects)
Engagement
Ways to engage learners so that they are interested in what they are learning
REPRESENTATION IS HOW MATERIAL IS PRESENTED TO A STUDENT, I.E. VIA TEXTS, LECTURE, DISCUSSION.
There is no one way of presenting information that is optimal for all students.
EXPRESSION IS HOW A STUDENT SHOWS YOU WHAT THEY HAVE LEARNED, I.E. EXAM, PARTICIPATION, LAB WORK.
There is no one means of expressing knowledge that will be optimal for all students.
ENGAGEMENT IS THE LEVEL TO WHICH A STUDENT IS ABLE TO ATTEND TO INFORMATION AND IS MOTIVATED TO LEARN.
There is no one way to engage and motivate students.

12. II. How UDL is Applied in Postsecondary Settings
Diversification of instructional methods
Diversification of instructional materials
Application of technology

13. Instructional Methods
Direct
Indirect
Experiential
Independent
Interactive
Photo image of a woman writing on a white board looking towards another woman in instructional conversation.

14. Methods - Direct UDL Applications: Direct Structured Overview
Lecture-traditional lecture in a
classroom.
UDL Applications:
Digital Talking books/E-textbooks
Chunking
Pause Procedure
Organizers

15. Methods – Indirect and Distance
Asynchronous Format
Synchronous
Format
Face-to-Face
Groups can be organized to work on case-studies and/or student-directed learning.
Learning at one's own convenience at different times and different locations as others taking the same course.
Learning from a different place at the same time with others taking the same course.

16. Methods - Experiential
Lab demonstrations
Three-dimensional models
Role-play
Role-play is a way for an array of diverse learners to express what they have learned.
Lab demonstrations supports one of the ways students can express what they know and learned. This can be done in conjunction with writing out steps.
Three-dimensional models create an expressive way students can learn and relay what they know by using a kinesthetic approach.
DEMONSTRATE – F/EX HOW TO COMPLETE A LAB EXERCISE CORRECTLY
ACCESSIBILITY – PHYSICAL/SENSORY ACCESS TO LAB EQUIPMENT, PRACTICUM SITE
MULTIPLE OPTIONS – IF TOTAL ACCESSIBILITY IS NOT POSSIBLE, STUDENTS CHOOSE WHAT FITS STRENGTHS

17. Methods Independent and Interactive
One-on-one work with a student
Assignments
Independent studies
Interactive
Debates
Group Work
Brainstorming
Student/Instructor create assignments
Interactive instructional strategies provide students the opportunities to work in groups and with the instructor in collaboration building. Students’ weaknesses can be balanced by other students’ strengths.
Independent instructional strategies provide students opportunities to express what they know using their own personal strengths, experiences, and knowledge.

18. Examples of UDL Applications
Digital Talking Books and E-Textbooks
Digital talking books and e-textbooks can assist with recordings and audio in preparation for and during a lecture.
Guided Notes
Guided notes give students an incomplete outline that helps guide them through a lecture but leaves gaps for notetaking.
The Declaration of Independence was signed in the year______

19. Examples of UDL Applications
Pause Procedure
A short pause that allows for discussion or retention of material.
Graphic Organizers
Assist with presenting material in a different way and in organized manner.

20. Further Examples of UDL Applications
Include all students
Communicate clearly
Online options
Choice
Accessibility
Experience-based
Time

21. Instructional Materials
Power Points
Audio and Visual
Texts and Notes
Group Work and Workshops

22. Materials - Power Points
UDL Tips
Use to give structure to a presentation
Integrate images wherever possible
Less is more
Be sure to read slides/pass out and post note pages
ASK AUDIENCE: CHALLENGES YOU HAVE WITH POWER POINTS?

23. Materials - Audio & Visual
UDL Tips
Represent language concepts visually
Include audio and video recordings
Be sure to include open captioning & audio description where necessary
AUDIENCE QUESTION: EXAMPLES OF GOOD WAYS TO USE AUDIO/VISUAL?

24. Materials - Texts & Notes
UDL Tips
Alternative textbooks
Alternative formats
Instructor and student notes online
Interactive & descriptive syllabus
ALTERNATIVE TEXTS – OFFER AT LEAST 2 OPTIONS WITH SIMILAR CONTENT BUT DIFFERENT PRESENTATION
FORMATS – AVAILABLE/TRANSCRIBEABLE BRAILLE, AUDIO, ELECTRONIC
NOTES – ASSIGN 1-2 STUDENTS EACH CLASS TO TAKE NOTES – POST INSTRUCTOR’S 1 WK AHEAD
SYLLABUS -USE ONLINE LINKS AND TOOLS, MAPS, GRAPHICS

25. Materials - Group Work & Workshops
UDL Tips
Scaffolding
Strategic discussion
Image of a building with scaffolding under construction.
STRATEGIC DISCUSSION – GROUP MIX REFLECTS VARIOUS BACKGROUNDS, SKILLS, SKILL LEVELS
SCAFFOLDING – WORKSHOPS TO PROVIDE NECESSARY SKILL SETS SUCH AS WEB-DESIGN
LOGIC LAB – 2 HR SESSION AWAY FROM CLASSROOM/OFFICE WHERE STUDENTS CAN STUDY TOGETHER, WORK WITH PROFESSOR, INFORMAL SETTING
TO AUDIENCE: OTHER EXAMPLES OF GROUP WORK?

26. Materials -Technology
UDL Tips
Utilize online materials
Encourage enhancement of tech skills
Ensure online accessibility and W3C compliance
ENCOURAGE- “HOW TO” TECHNOLOGY WORKSHOPS - ONLINE RESEACH – ELECTRONIC COMPLETION OF CLASS ASSIGNMENTS – ELECTRONIC EXAMS
ACCESSIBLE – SOME USERS MAY BE USING SCREEN READERS AND OTHER ADAPTIVE TECHNOLOGY – CONFORM TO GUIDELINES SET OUT BY THE WORLD WIDE WEB CONSORTIUM FOR CONTENT ACCESSIBILITY (WCAG 1.0)
ONLINE MATERIALS – SYLLABUS – ONLINE DISCUSSION – ONLINE OFFICE HOURS – PROFESSOR AND STUDENT NOTES – ELECTRONIC TEXTBOOKS AND AUDIO RECORDINGS – FURTHER RESOURCES – BLOGS AND OTHER SOCIAL NETWORKING SITES

27. III. Questions
1. Did you learn what you wanted to learn? If not, what questions went unanswered?
2. Any additional questions about the presentation?

28. IV. Further Resources
General Information About Universal Design for Learning
Center for Applied Special Technology (CAST)
TRACE Research Center
National Universal Design for Learning Taskforce

29. Resources Universal Design in Postsecondary Education
IST Project
Renton Technical College
Equity and Excellence Project
DO-IT Project
Faculty Ware

30. Resources Learning Style Inventories
Web Accessibility
WebAIM
WWC3