Presentation on theme: "Promoting Collaboration A New Function for Special Education"— Presentation transcript:
1Promoting Collaboration A New Function for Special Education Universal Design for Learning (UDL) The What, the Why and the How for Enhancing Learning for AllPromoting CollaborationA New Function for Special Education
2Today’s Session at a Glance What is Universal Design for Learning (UDL)?Why UDL?Components of UDLGuidelines of UDLPrinciples of UDLTools, Resources, and Supports
3What is UDL?UDL was born from an architectural world intended to design and construct equal access facilitiesThe concept was then transferred to education.
4Universal Design“Consider the needs of the broadest possible range of users from the beginning.”— Ron Mace
5What is UDL? (c0nt’d)A set of principles for curriculum development that give all individuals equal opportunities to learnA way to provide learning opportunitiesin the general education curriculum that are inclusive and effective for all)
6What is UDL? (cont’d)Universal Design for Learning refers to a process by which a curriculum (i.e., goals, methods, materials, and assessments) is intentionally and systematically designed from the beginning to address individual differences.
7What is UDL? (cont’d)The purpose of UDL curricula is not simply to help students master a specific body of knowledge or a specific set of skills, but to help them master learning itself—in short, to become expert learners.
8What is UDL? (cont’d)Not an afterthoughtFull access is designed from the onsetMore cost-effective than retrofittingMore elegant and easy-to-use
9What is UDL? (cont’d)UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone.UDL is not a single, one-size-fits-all solution, but rather flexible approaches that can be customized and adjusted for individual needs.
10WHY UDL?Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints.
11Why UDL? (cont’d)Three Primary Brain NetworksRecognition NetworksThe "what" of learningHow we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
12Why UDL? (cont’d)Three Primary Brain Networks (cont’d)Strategic NetworksThe "how" of learningPlanning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
13Why UDL? (cont’d)Three Primary Brain Networks (cont’d)Affective NetworksThe "why" of learningHow learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
14Why UDL? (cont’d) Provides appropriate accommodations [and] supports Eliminates or reduces barriers to academic success for all studentsValues diversity in the classroom through proactive design of inclusive curriculumProvides appropriate accommodations [and] supportsMaintains high achievement expectations
15WHY UDL? (cont’d) Increasing options for access Increasing options for participationIncreasing options for demonstrating learningLeading to increased equitable access to the general curriculum Higher achievementHigher graduation rateLower drop out rate
16Why UDL? (cont’d) More Educators are… Teaching effectively in classrooms with diverse student needsSpending more time on instruction and facilitating learningHelping ALL learners succeed
17Why UDL? (cont’d) More Students are… Engaged in their own education Learning at greater breadth and depthAchieving at higher levelsMotivated to continue learning
18Components of UDLGoals are often described as learning expectations.
19Components of UDL (cont’d) TraditionalLearning goals may get skewed by the inflexible ways and means of achieving them.UDLLearning goals are attained in many individualized ways, by many customized means.
20Components of UDL (cont’d) Methods are generally defined as the instructional decisions, approaches, procedures, or routines that expert teachers use to accelerate or enhance learning
21Components of UDL (cont’d) TraditionalTeacher centered (lecture)Homogeneous groupingBurden on student to adapt to “get it”UDLInteractivityHeterogeneous groupingRich supports for understanding, independent learning
22Components of UDL (cont’d) Materials are usually seen as the media used to present learning content and what the learner uses to demonstrate knowledge
23Components of UDL (cont’d) TraditionalMostly print and everyone gets the same materialsFew optionsUDLVariety of materials and formats to reach learners with diverse abilities, styles, and needs equally well.
24Components of UDL (cont’d) Assessment is described as the process of gathering information about a learner’s performance using a variety of methods and materials in order to determine learners’ knowledge, skills, and motivation for the purpose of making informed educational decisions.
25Components of UDL (cont’d) TraditionalConfuse goals with means.Summative—when it’s too late to adjust instruction!UDLMany positive means as long as they measure learning!Supports instructional improvement.
26Guidelines of UDL Guideline 1: Provide options for perception Learning is impossible if information is imperceptible to the learner, and difficult when information is presented in formats that require extraordinary effort or assistance.To reduce barriers to learning, it is important to ensure that key information is equally perceptible to all learners by:providing the same information through different modalitiesproviding information in a format that will allow for adjustability by the user
27Guidelines of UDL (cont’d) Guideline 2: Provide options for language, mathematical expressions, and symbolsA picture or image that carries meaning for some learners may carry very different meanings for learners from differing cultural or familial backgrounds. As a result, inequalities arise when information is presented to all learners through a single form of representation. An important instructional strategy is to ensure that alternative representations are provided not only for accessibility, but for clarity and comprehensibility across all learners.
28Guidelines of UDL (cont’d) Guideline 3: Provide options for comprehensionThe sole purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge.Proper design and presentation of information – the responsibility of any curriculum or instructional methodology - can provide the scaffolds necessary to ensure that all learners have access to knowledge.
29Three Fundamental Principles of UDL Multiple Means of RepresentationTo increase recognitionMultiple Means of ExpressionTo expand purposeful outputMultiple Means of EngagementTo enhance involvement
30Multiple Means of Representation Provide options for perceptionProvide options for language, mathematical expressions, and symbolsProvide options for comprehensionPerceptionCustomized displaysAuditory alternativesVisual alternativesExpressionVocabulary and symbolsSyntax and structureDecodingUnderstandingMultiple illustrationsComprehensionBackground knowledgePatterns and relationshipsInformation processingTransfer and generalization
31Multiple Means of Representation (cont’d) ExamplesOffer text-to-speech, video, audio, and other multimedia; integrate assistive technologies into learning environmentProvide vocabulary support and background knowledgeHighlight critical features & main ideas
32Multiple Means of Representation (cont’d) Read aloudHighlight phrasesListen to audiotapesText-to-speechWhat are your ideas?Generate examples of how you have represented information in alternative formats.Generate new and creative possibilities.
33Provide Multiple Means for Action and Expression Options for physical actionOptions for expression and communicationOptions for executive functionsPhysical actionVary response and navigationOptimize tools and technologiesExpression and communicationMultiple mediaTools for construction and compositionGraduated levels of supportExecutive functionsGoal settingPlanning and strategy developmentManaging information and resourcesEnhance monitoring progress
34Multiple Means of Action and Expression (cont’d) ExamplesLet students show what they know with voice recording, graphic displays, performance, etc.Provide models of expert performanceOffer executive-function supports such as graphic organizers, outlines, etc.
35Multiple Means of Action and Expression (cont’d) Voice recordingGraphic displaysGraphic organizersDance or movementEmbedded promptsChecklistsSpellcheckStory webs and outlinesSentence startersWhat are your ideas?Generate examples of how you have allowed multiple means for action and expression.Generate new and creative possibilities.
36Provide Multiple Means for Engagement Options for recruiting interestOptions for sustaining effort and persistenceOptions for self- regulationRecruiting InterestIndividual choice and autonomyRelevance, value and authenticityMinimize threats and distractionsSustaining effort and persistenceHeighten salience of goals and objectivesVary demands and resourcesFoster collaboration and communityIncrease mastery-oriented feedbackSelf-RegulationPromote expectations and beliefs
37Multiple Means of Engagement (c0nt’d) ExamplesVary levels of challenge and support to prevent frustration or boredomTie work to real-world examplesWhere possible, give choicesTeach self-assessment and reflectionImplement school-wide positive behavioral interventions and support
38Multiple Means of Engagement (cont’d) Flexibility in use of toolsProvide choice in mode of expressionConnect to community opportunitiesUse flexible grouping strategiesCreate positive school culturePeer tutoringDifferentiated goalsWhat are your ideas?Generate examples of how you provided multiple means for engagement.Generate new and creative possibilities.
39Positive Behavioral Interventions and Supports: Managing Student Behavior “Creating classroom norms, expectations and rules are a golden opportunity to establish and sustain student engagement, use it.” - Dr. Mary Magee Quinn
41What are the Take -Aways? Learn more about UDLResearch universally-designed productsShare your UDL resources and lesson plans with othersConsider UDL when adopting curriculum policies
42Supports for UDL Statutes and Regulations No Child Left Behind Act (NCLB)Individuals with Disabilities Education Act (IDEA)National Instructional Materials Accessibility Standard (NIMAS)Higher Education Opportunity Act (HEOA)
43Supports for UDL (cont’d) US Department of EducationOffice of Special Education ProgramsInstitute for Education SciencesOffice of Postsecondary EducationNational Science Foundation
44Supports for UDL (cont’d) Exploring the Three Principles
45Supports for UDL (cont’d) The Role of Technology in UDLThe Seed LessonExample lesson illustrating how all principles of UDL can be met even with limited technology
46For More Information OSEP Ideas that Work - UDL Toolkit National UDL Task ForceCASTNational UDL Center