1. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Institutions of Higher Education are becoming increasingly diverse, including more students with disabilities attending postsecondary education. This increase in diversity may (or seems to) require new teaching pedagogy and instructional strategies. Students with Disabilities as Diverse Learners (SDDL) is a federally funded project administered by the Center on Disability Studies at the University of Hawai‘i. SDDL staff provide Professional Development Trainings to college faculty for teaching students with disabilities and other diverse learners, with the goal of improving student retention and matriculation rates. As part of this effort, we have developed PowerPoint presentations, best viewed in SlideShow mode. We hope this PPT enhances your teaching and learning experience for all students. 1 Universal Design for Learning module UDL

2. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward 2 Instructions: Universal Design for Learning module 1.Please use the “Back, Return, Home, and Forward” buttons or the keyboard arrows to navigate throughout this module 2.The side bar at the left will take you directly to other sections 3.Please be aware that some animations may take a few seconds to self-activate. 4.Participation in completing the pre-assessment is highly appreciated. 5.A post-assessment will be provided at a later time. 6.You can evaluate this module by clicking on the following Click HereClick Here

3. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Introduction 3 Universal Design for Learning UDL

4. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward 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, www.cast.org)www.cast.org A man (Ron Mace) sitting facing the camera 4 Instructions: Universal for Learning module

5. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward 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. A professor teaching a student using a wheelchair 5 Benefits to students and faculty Students benefit by: Greater access to course content Greater opportunities for achievement Greater satisfaction with the learning process A group of students holding each other

6. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward You now have the option of taking the Pre- Assessment by clicking the link provided. Click Here Or, if you are using the CD, you have the option of printing the Word document version and taking the assessment. 6 TELL US WHAT YOU KNOW! PRE-ASSESSMENT A figure holding a sheet

7. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward What would YOU do? Introduction: Scenario 7 “Professor, I need help with the lecture you just gave.” “What seems to be the problem?” “I am having a difficult time organizing all the information for it to make sense to me. Is there anything we can do?” A figure thinking with a broken light bulb over his head A man giving a lecture A figure thinking with a broken light bulb over his head

8. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Background UDL Universal Design for Learning 8

9. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Solutions When faced with challenges in our everyday lives, how can we find solutions? The next few slides will show how Universal Design has contributed to solutions to problems and challenges encountered by individuals. Challenges 9 An investigator using a magnifying glass.

10. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward A man in a wheelchair rolling off a steep curb attempting not to fall over. 10 What do you notice in this picture? No curb cut

11. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward A blind woman waiting to cross the street. A woman with a stroller walking up a sidewalk. Children crossing the street at the corner. Wheelchair accessible walkway and steps. An accessible playground. 11 Who benefits from curb cuts? Everyone

12. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Randy, Paula, and Simon from American Idol TV show are having a discussion. A male news anchor telling of a wanted rapist. He shows a composite of the fugitive in the back ground that looks like the news anchor. A female news anchor reporting the news. 12 What do you notice that may pose a problem when viewing this footage?

13. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward A singer performing a song with closed captioning of the song. Cartoon with closed captioning. A man signing. Cartoon with closed captioning. 13 Who benefits from closed captioning?

14. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward A photo of a man using a wheelchair facing a door trying to open it by its handle. 14 Challenge

15. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward A woman walking her dog entering a revolving door. A picture of a man using a wheelchair entering through electronic doors. Photos of elevators. 15 Who benefits from electronic doors/elevators?

16. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward A cartoon image of a man using a wheelchair, simulating a bulldozer, bulldozing construction of a brick wall, a house structure, a ladder, and an entire toilet out of his path. 1. Facts in a flash 16 Universal Design: “Breaking Barriers”

17. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Many students, including individuals with disabilities are not succeeding in the postsecondary environment. Could use of Universal Design for Learning improve the outcomes and statistics? statistics 17 1- Fact

18. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward In 2007, only 18.1% of working age individual with disabilities had bachelor or higher degrees compared to 30.4% of individuals of working age without a disability. For people aged 21 to 64, only 44% of people with disabilities are employed, compared with 80% of non-disabled people in Hawai`i. ■People with no disability ■ People with disability Source: Research and Training Center on Disability Demographics and Statistics (2008), Retrieved September 18, 2009, from http://www.ilr.cornell.edu/EDI/p-srrtc.cfm http://www.ilr.cornell.edu/EDI/p-srrtc.cfm 18 Some postsecondary and work statistics

19. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Designs and implements curricula that enables all individuals to gain knowledge UDL Framework UDL supports learning and reduces barriers to the curriculum UDL Supports Proactively meets the needs of diverse learners UDL Best Practices 2. Facts in a flash 19 Universal Design in Education: Universal Design for Learning (UDL)

20. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Learners have diverse strengths and challenges. Two hands holding each other 20 2- Fact

21. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Three Principles 21 UDL Universal Design for Learning

22. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward To provide multiple ways for students to express what they know and what they have learned. Expression To provide multiple ways of representing materials for diverse learning needs. Representation To provide multiple ways to engage students’ interests, maintaining motivation, and challenging environments. Engagement 3. Facts in a flash 22 Three Principles of UDL

23. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward With the passage of Americans with Disabilities Act (ADA), 1990, UD expanded to public and private entities not relying on Federal funds, Title III of the ADA, specifically emphasizes access to public facilities, including educational institutions. A man jumping from one building to another 3- Fact 23

24. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Lecture A man standing in front of a classroom. Video A woman running towards a monitor. Audio A black Ipod. Digital Materials A Kindle, a digital book. Group A group of women having a discussion. 24 Examples of Multiple Means of Representation

25. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Oral presentation, role-playing link to a recording written presentation PPT project Voicethread iMovie YouTube video ? A head with arrows depicting many choices for assignment delivery. 25 Examples of Multiple Means of Expressions

26. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Written Presentation: For those who want a more traditional learning experience. Link to a Recording: A student can record themselves using video or audio only along with a presentation. Oral Presentation: Can be done face-to-face or at a distance in a synchronous format. Ex. Using Elluminate, Wimba, or other educational software. PowerPoint Project: Presentations can be done face-to-face or at a distance either synchronously or asynchronously. iMovie: Only on Mac computers. Voicethread: Collaboration with video recordings http://voicethread.com/ http://voicethread.com/ YouTube Video: A student can create a video, upload it to YouTube, caption it, then provide the link or post it. YouTube Video Voicethread iMovie PPT Project Oral Presentation Link to a Recording Written Presentation A head with arrows depicting many choices for assignment delivery. 26 Examples of Multiple Means of Expressions

27. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward A woman typing on a laptop. 27 Lab Demonstrations A professor demonstrating an experiment. Examples of Multiple Means of Engagement Individual Module Exercises A circle of people working on their computers and they are connected to the globe by different colors lines Virtual Fieldtrips

28. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward 28 Different Methods of Implementing the Three Principles Strategic grouping Synchronous format Asynchronous format Indirect/Distance Learning Digital talking book E-text/books Pause Procedure Organizers Direct Lab demonstrations Role-play Three Dimensional models Experiential One-on-one work with a student Assignments Independent studies Independent Debates Group Work Brainstorming Student/Instructor create assignments Interactive

29. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward 4. Facts in a flash 29 Method: Direct Direct Structured Overview Lecture-traditional lecture in a classroom A teacher teaching two kids in a classroom UDL Applications: Digital talking books/E- textbooks Chunking Pause Procedure Organizers A hand coming out of the monitor holding a book

30. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward "UDL provides as much variety to be effective for the greatest number of students.” Four figures sitting on the table and working on their laptops 30 4- Fact

31. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Click on the ‘Chunking’ or the ‘Digital Talking and E-Textbooks’ buttons for further explanations. Chunking Digital Talking Books and E-Text books Digital Talking Books and E-Text books 31 Examples of UDL in Direct Lecture

32. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Digital talking books, and similar electronic text formats, can assist with recordings and audio during a lecture. Synonyms: _______,_______, _______,_______ Antonyms: ______,______,__ _____,________ Chunking assists in easier comprehension by grouping words, ideas, or thoughts together. Graphic of a Kindle, a digital book reader where hard copy books can be uploaded to. A Kindle is about the size of an average book. Digital Talking books can be used as an alternative to traditional textbooks. Graphic of a text book online in an electronic format. Etextbooks provide an option for individuals to use screen readers or to listen to a book. 32 Chunking Digital Talking Books and E-Text books Digital Talking Books and E-Text books Examples of UDL in Direct Lecture

33. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Click on the ‘Pause Procedure’ and ‘Organizer’ buttons for further explanations. Pause Procedure Organizer 33 Examples of UDL in Direct Lecture

34. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward A Pause Procedure is a short pause that allows for discussion of material and can be beneficial for retention and comprehension of material. Graphic Organizers assist with organizing thoughts and presenting material in an organized manner. A group of people sitting around a table discussing paperwork Picture of a Venn Diagram, Story/Spider Map, and a triangular shaped organizer 34 Examples of UDL in Direct Lecture Pause Procedure Organizer Venn Diagram Story/Spider MapTriangular shaped organizer

35. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Click ‘Agree or Disagree’ to find the correct answers. Digital talking books Pause Procedure Agree Disagree Agree Disagree 35 Test Yourself! Approaches incorporated during a Direct Lecture are:

36. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Try again! Excellent! Pause Procedures can be used during a direct lecture for reflection and discussion. Try again! Yes, digital talking books can be used to assist with lectures for recordings, audio needs, and taking notes. Digital Talking Books Pause Procedures Agree Disagree 36 answers

37. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward 37 Method: Indirect can be done in an asynchronous or a synchronous environment. Students can be strategically grouped while working on case-studies or in other student-directed learning. Indirect/distance learning can occur with a variety of environments by creating groups based on each students’ strengths and weaknesses. Strategic grouping

38. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward 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. Groups can be organized to work on case-studies and/or student- directed learning. Asynchronous Format Synchronous Format Face-to-face discussion 38 Method: Indirect Woman sitting on a couch with a laptop and a child laying beside her. Graphic of a man typing on a laptop..People sitting in a circle discussing a topic.

39. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Synchronous Format Strategic Grouping Click ‘Agree or Disagree’ to find the correct answers Agree Disagree Agree 39 Test Yourself! Approaches in Indirect/Distance Learning incorporates…?

40. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Yes, this is a distance learning format where students and the instructor log in to a specified site at the same time but in different locations. Try again. The benefits of synchronous format creates a sense of community in a distance learning environment. Yes. Strategic grouping is an example of indirect or distance learning where an instructor can create a sense of community by strategically grouping students and providing a communication source in regards to an assignment. Try again. Synchronous Format Strategic Grouping 40 Agree Disagree Agree Answers

41. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Three-dimensional models create an expressive way students can learn and relay what they know by using a kinesthetic approach. 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. Lab demonstrationsThree-dimensional models Role-play Method: Experiential 41 Students working in the lab with their teacher A picture of a person's spinal cordDifferent pictures of people singing

42. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Click ‘Agree or Disagree’ to find the correct answers. Lab demonstration Three dimensional models Agree Disagree Test Yourself! Approaches in Experiential learning incorporates…? 42

43. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Try again! Lab demonstrations are one of many methods of learning. Try again! Three-dimensional models can be used in experiential methods. Correct. Lab demonstrations allow for learners to physically experience learning. Yes! This is an expressive way students can learn using a kinesthetic approach. Lab demonstrations Three-dimensional models 43 Agree Disagree Answers

44. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Agree Disagree 44 An Asynchronous format is an example of an Experiential Method. Agree or disagree?

45. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward An Asynchronous format is NOT an example of an experiential method. It is an indirect/distance learning method. Correct. Asynchronous learning is an example of an indirect/distance learning method where a student is learning at a different place and time as others in the same course. 45 Agree Disagree Answers

46. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Independent One-on-one work with a student Assignments Independent studies Interactive Debates Group Work Brainstorming Student/Instructor create assignments Independent and Interactive instructional strategies provide students opportunities to express what they know using their own personal strengths, experiences, and knowledge. 46 Methods: Independent and Interactive

47. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward What are ways instructors can provide independent work through assignments? Think about your answer then click the button for feedback. Example 47 Examples of Independent Instructional Strategies are?

48. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward A figure with arrows depicting many choices for assignment delivery. 48 Examples of Independent Expressions of Assignments Are? Written Presentation: For those who want a more traditional learning experience. Link to a Recording: A student can record themselves using video or audio only along with a presentation. Oral Presentation: Can be done face-to-face or at a distance in a synchronous format. Ex. Using Elluminate, Wimba, or other educational software. PowerPoint Project: Presentations can be done face-to-face or at a distance either synchronously or asynchronously. iMovie: Only on Mac computers. Voicethread: Collaboration with video recordings http://voicethread.com/ http://voicethread.com/ YouTube Video: A student can create a video, upload it to YouTube, caption it, then provide the link or post it. YouTube Video Voicethread iMovie PPT Project Oral Presentation Link to a Recording Written Presentation

49. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Think about it, then read the description to assist you. Debates Group Work Instructor/Student Assignment Creation Brain Storm 49 Examples of Interactive Instructional Strategies Are?

50. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Examples of Diverse Learners and Applications 50 UDL Universal Design for Learning

51. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Hearing loss Mobility loss Mobility  Learning Disability (LD)  Traumatic Brain Injury (TBI)  Autism  ADD/ADHD  Psychiatric Disability  Chronic Illness Vision loss 51 Sensory Hidden Disabilities Diverse Learners Blind man walking with the aid of a white cane A sign that indicates a hearing loss Disability Logo

52. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Text Captioning Provides written record of speech to viewers. Open Captioning: captioning is always present. Closed Captioning: option of turning off the captions. Large Print Assists readers with low vision. Helps readers to read easily in a noisy area where text is the only option. Text-to-Speech Reads aloud written text. Hearing the text allows for additional comprehension support with text. Clear and Concise Language Helps audience to understand meaning quickly and easily. Avoids jargon only known by a limited range of professionals. Descriptive Text Allows for an audio interpretation of what others 'see' with a video or graphic 52 Tools for Accessibility

53. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Sign language interpretation Translation of speech into sign language for people who are deaf, hard of hearing, or with communication disability. Use of graphics Depicts written text graphically in conjunction with text. Few Navigation links/ accessible location Creates less stress for clicking and scrolling to a destination. Keyboard Commands Enables user to navigate without a mouse. Hands-on- Activities Allows learners to be involved in a physical activity to assist with learning. 53 Tools for Accessibility

54. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Learners and Tools for Accessibility 54 Graphic organizers Captioning Sign language Visual Tools Power points Audio visual materials Large print Text to speech Speech to text Recoded books and lectures Audio visual materials Auditory Tools

55. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Learners and Tools for Accessibility 55 language Descriptive text Few navigation links Keyboard commands Choices Role playing Braille Hands-on activities Tactile models Guided notes Pause procedure Descriptive syllabus Clear and concise Extra time Use of accessible technology tools Kinesthetic Tools Multi-Sensory Tools

56. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward 56 UDL Tools Universal Design for Learning

57. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Now, we will show you the tools to organize your thoughts “Professor, I need help with the lecture you just gave.” “What seems to be the problem?” “I am having a difficult time organizing all the information for it to make sense to me. Is there anything we can do?” A figure thinking with a broken light bulb over his head A man giving a lecture A figure thinking with a broken light bulb over his head Introduction: Scenario 57

58. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Graphic Organizers (GO): A visual/graphic display of relationships. 1. 2. 3. 4. TOOLS : Names of the GO are linked to graphics. Venn Diagram Story/Spider Map Flowcharts Hierarchies 58 Tools to Apply

59. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Venn Diagram Flow Chart Story/Spider Map Hierarchy A picture of a flow chart A picture of a hierarchy A picture of a venn diagramA picture of a Story/Spider Map 59 More Tools: Graphic Organizers

60. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward SELECTION Between populations FLOW DRIFT Within small populations Random Mutation Chromosomal How would you arrange the steps in the word cloud to make sense using a graphic organizer? Point Directional diversifying Normalizing Evolutionary Process A bubble depicts many unorganized thoughts A figure thinking with a broken light bulb over his head 60 Create Your Own Graphic Organizer Unorganized Thoughts

61. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward “I need a bit of direction organizing my thoughts.” “I think I will try using the graphic organizer. I believe it is called a Spider Map. This should help with my thought organizational process.” FLOW DRIFT RANDOM UDL A figure thinking with unorganized thoughts bubble over his head A figure thinking with a light bulb that has the acronym “UDL” over his head 61 Scenario

62. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward “Maybe this organizer will help you with your thought process.” A professor pointing to a blackboard depicting a diagram. 62 Organized Thoughts

63. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Thoughts in an organized diagram 63 Organized Thoughts

64. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward SELECTION Between populations FLOW DRIFT Within small populations Random Mutation Chromosomal Evolutionary Process Thoughts in an organized diagramThoughts in a bubble 64 Unorganized and Organized Thoughts Unorganized ThoughtsOrganized Thoughts

65. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Guided Notes: Handouts that guide students through lecture 1. Leave out key facts 2. Insert cues 3. Leave plenty of space to write 4. Include additional resources 65 Tools: Guided Notes

66. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward (Haring, et al., 1978) Guided Notes I.The _________________ is a theoretical framework for understanding how people: · Acquire new skills · Become ______ in these skills · Generalize these skills to new _______________ or settings · Adapt the skills to match the requirements of new circumstances Complete Notes I. The Instructional Hierarchy is a theoretical framework for understanding how people: · Acquire new skills · Become fluent in these skills · Generalize these skills to new situations or settings · Adapt the skills to match the requirements of new circumstances 66 Tools: Guided Notes

67. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Pause Procedure : Short 1-2 periodic breaks to reflect, review, or discuss content. 1. Can be independent to review notes. 2. Can be in groups for discussion. 3. Can be used for simple breaks non- content related. 67 Tools: Pause Procedure

68. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward 1 2 3 4 Many students, including individuals with disabilities are not succeeding in the postsecondary environment. Could use of Universal Design for Learning improve these outcomes and statistics? UDL provides as much variety to be effective for the greatest number of students. Learners have diverse strengths and challenges With the passage of Americans with Disabilities Act (ADA), 1990, UD expanded to public and private entities not relying on Federal funds, Title III of the ADA, specifically emphasizes access to public facilities, including educational institutions. 68 Review: Facts in a Flash

69. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward You now have the option of taking the Post-Assessment by clicking the link provided. Click HereClick Here Or, if you are using the CD, you have the option of printing the Word document version and taking the assessment. You can evaluate this module by clicking on the following link Click HereClick Here 69 TELL US WHAT YOU KNOW! PRE-ASSESSMENT A figure holding a sheet

70. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward 70 Resources UDL Universal Design for Learning

71. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Center for Applied Special Technology www.cast.org/, site devoted to UDIwww.cast.org/ Ed Tech Solutions: Teaching Every Student: www.teachingeverystudent.blogspot.com/2007/01/free- technology-Curricular-for-udl-in-all_12.html, free technology-r elated resources www.teachingeverystudent.blogspot.com/2007/01/free- technology-Curricular-for-udl-in-all_12.html Faculty and Administrator Modules in Higher Education (FAME): http://fame.oln.org/,Ohio State’s site devoted to UDI for faculty and administratorshttp://fame.oln.org/ Faculty Ware: www.facultyware.uconn.edu/, U. of Connecticut’s site devoted to UDI for facultywww.facultyware.uconn.edu/ Universal Design for Instruction in Postsecondary Education, U. of Connecticut’s site http://www.udi.uconn.edu/http://www.udi.uconn.edu/ Students with Disabilities as Diverse Learners: http://www.ist.hawaii.edu, many UDL resources http://www.ist.hawaii.edu Zeff, R. “Four Ways to Incorporate Universal Design for Learning into Your Assignment Instructions:” http://gwired.gwu.edu/dss/Newsletters/Fall05UDL/ 71 Universal Design for Learning Resources

72. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward SDDL Project www.ist.hawaii.eduwww.ist.hawaii.edu Renton Technical College http://webs.rtc.edu/ii/dsdp.htmlhttp://webs.rtc.edu/ii/dsdp.html Equity and Excellence Project www.eeonline.orgwww.eeonline.org DO-IT Project www.washington.edu/doitwww.washington.edu/doit Faculty Ware http://www.facultyware.uconn.edu/http://www.facultyware.uconn.edu/ Book: Teaching Every Student in the Digital Age: Universal Design for Learning http://www.cast.org/teachingeverystudent/ideas/tes/http://www.cast.org/teachingeverystudent/ideas/tes/ 72 Universal Design in Postsecondary Education

73. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward http://ctfd.sfsu.edu/universal-design-for-learning-online-training-module.htm http://www.sccresa.org/toolsforschools/curriculumresources/udlresources/ 73 Other Higher Education Institutions Using UDL

74. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward General Information About Universal Design for Learning Center for Applied Special Technology (CAST) www.cast.org www.cast.org TRACE Research Center http://trace.wisc.edu/abouthttp://trace.wisc.edu/about National Universal Design for Learning Taskforce http://www.advocacyinstitute.org/UDL http://www.advocacyinstitute.org/UDL Dive Into Accessibility http://www.diveintoaccessibility.org PDF Accessibility http://www.alistapart.com/articles/pdf_accessibility 74 Further Resources

75. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Learning Style Inventories www.usd.edu/trio/tut/ts/style.html www.engr.ncsu.edu/learningstyles/ilsweb.h tmlwww.engr.ncsu.edu/learningstyles/ilsweb.h tml Web Accessibility WebAIM http://www.webaim.orghttp://www.webaim.org Power point Accessibility 10 Steps to Consider for an Online Course WWC3 http://www.w3.org/WAIhttp://www.w3.org/WAI 75 Further Resources

76. Home Introduction Background Principles Diverse Learners and Applications Tools Resources BackHomeReturn Forward Project Coordinators Steven E. Brown, Ph.D. sebrown@hawaii.edu Megan Conway, Ph.D. mconway@hawaii.edu Teaching all Students, Reaching all Learners Website www.ist.hawaii.eduwww.ist.hawaii.edu A picture of Dr. Steven Brown A picture of Dr. Megan Conway 76 For More Information, Contact: END