UDL and Born Accessible Learning Resources: What State Leaders Need to Know James Basham, Ph.D., University of Kansas & UDL-Implementation & Research Network (UDL-IRN) Twitter:

Today’s Plan… Overview of Universal Design for Learning (UDL) (25 minutes): ESSA and NETP Basic understanding of UDL Role of “accessbility” within UDL Considerations for implementation Resources Open Q&A (25 minutes)

Basic understanding of UDL…. “A scientifically-based framework that is focused on supporting the variability of every learner through proactive and iterative design that integrates multiple means of engagement, representation of information, and action and expression of understanding.” Basham, Stahl, Ortiz, Rice, & Smith (2015). Equity Matters: Digital & Online Learning for Students with Disabilities. Lawrence, KS: Center on Online Learning and Students with Disabilities.

More basics on UDL…. Accepts that “variability” is the norm, rather than the exception. Focused on ALL learners. Works across physical, digital, and blended learning environments (not tied to a specific type). Works across age/grade-bands and across content areas. Maintains that accessibility is the foundation for flexible learning environment (containing goals, methods, materials, & assessments). Is not a specific strategy– is a scientifically-based framework. Is focused on the “design” of learning environments & experiences.

Legal Definition… Section 103(24) UNIVERSAL DESIGN FOR LEARNING.-- The term `universal design for learning' means a scientifically valid framework for guiding educational practice that— ``(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and ``(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.'' Higher Education Opportunity Act of 2008

Policy & Guidance: Every Student Succeeds Act (ESSA) Five mentions: Assessment, Alternate Assessments, Literacy Instruction, Use of Technology, & “Personalized Learning Experiences” Interpretations: Minimally, students with disabilities (really all students) should be provided with UDL based learning environments. Comprehensive literacy instruction should align with UDL. Technology use should align with UDL implementation. National Educational Technology Plan (NETP 2016) Major focus: Equity, Accessibility, & Usability (foundationally on UDL) UDL mentions: Technology, Assessment, Instruction, & Personalized Learning.

Accessible “Accessible” means a person with a disability is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as a person without a disability in an equally effective and equally integrated manner, with substantially equivalent ease of use. Office of Civil Rights Compliance Review No b.pdf

(Adapted from Meyer, Rose, Gordon, 2014) Accessibility Processing & Developing Understanding Higher Order

Moving toward implementation...

Clear Goals Intentional Planning for Learner Variability Flexible Methods & Materials Timely Progress Monitoring X X X X Four Critical Elements of UDL

UDL Instructional Planning Process Step 1: Establish Clear Outcomes Step 2: Anticipate Learner Variability Step 3: Measurable Outcomes and Assessment Plan Step 4: Instructional Experience Step 5: Reflection and New Understandings Learn more at..

State District School University (National Center on Universal Design for Learning, 2012)

Some Resources…

Resource Hubs.. udl-irn.org UDL Implementation & Research Network (UDL-IRN)

Accessible Materials..

udl-irn.org Free Starting Points… udloncampus.cast.org/

Digital or Online Environments

Two deeper dives… udltheorypractice.cast.org/

James D. Basham, Ph.D. University of Kansas & or

“Assistive and Instructional Technology Supporting Learners with Disabilities”