EMINENT, HELSINKI - DECEMBER 4-5 2013 Universal Design for Learning Designing learning with accessibility in mind EMINENT, HELSINKI - DECEMBER 4-5 2013

Outline SENnet WP2 Tasks Universal Design for Learing (UDL): a definition A video on the UDL framework Contents - Thematic Study Year 2 International and national overviews on UDL Case studies and videos Integration vs inclusion

SENnet WP2 Tasks T 1.1 - Thematic studies (D2.1-3) Thematic Studies are conducted from a qualitative perspective utilizing methods such as group discussions, semi- structured interviews and questionnaires. Results are consolidated and are presented in the form of published studies, using standard EUN templates already widely known and respected, including cross-country comparisons. The good practices are published online and available for printing as PDFs; online versions include video clips. They follow a similar format, e.g. review and analysis of the state of affairs, identification of factors and good practice case studies, comparison across countries and conclusions and recommendations. The SEN NET annual study aims at: Integrating SEN learners into mainstream schools and classes Using digital learning resources in SEN Specific disabilities and ICT (e.g. dyslexia, visual impairment, deafness) T1.2 Annual reports on SEN innovation (D2.4-6) Annual report on the state of innovation in the area covered by the Network, i.e. particular reference to innovative approaches to mainstreaming learners with SEN of compulsory school age, improving access to digital resources, raising teachers‟ awareness, and the role of ICT. An annual report will focus on innovative approaches to mainstreaming learners with SEN of compulsory school age, improving access to digital resources, raising teachers‟ awareness, and the role of ICT.

Universal design for Learning: a definition Design for All aims to enable all people to have equal opportunities to participate in every aspect of society. To achieve this, the built environment, everyday objects, services, culture and information – in short, everything that is designed and made by people to be used by people – must be accessible, convenient for everyone in society to use and responsive to evolving human diversity. Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. Three primary principles guide UDL: (i) Provide multiple means of representation; (ii) Provide multiple means of action and expression; (iii) Provide multiple means of engagement. [adapted from CAST and referenced in the PT training material]

A video on the UDL framework Video on UDL concepts by UDL Centre, http://www.udlcenter.org/

Contents - Thematic Study Year 2 INTRODUCTION Concerns the origin of the term, the field of application and the relationship with Design for All and the “inclusion” concepts. PART 1: International and national overview on UDL The section contains international, European and national reports from SENnet partners on the state-of-the-art on UDL in their countries, in particular as to UDL uptake within policy, research activities and educational system initiatives. PART 2: Case studies on UDL in teaching practices The case studies follow the agreed format and show how UDL was adopted within mainstream classes.

International and national overviews on UDL Main points covered: Universal Design for Learning in USA UDL and assessment INCLUSION in EUROPE BIBLIOGRAPHY AND WEB REFERENCES

National overview on UDL COMMONALITIES IN PROJECT PARTNERS NATIONAL OVERVIEWS: Almost no trace of the term UDL in policy documents (apart from rare cases) Concept appears in scientific papers and research activities/projects Teachers are applying UDL principles withouth being aware of doing so Contributions from: Austria Belgium Denmark Estonia Italy Portugal

Case studies and videos UDL IN TEACHING PRACTICES Report: Universal Design for Lerning – Thematic Report Inclusion-oriented case studies: Austria (development of software*) Belgium Denmark Estonia Italy More integration-oriented cases: Portugal Turkey

Integration vs inclusion There is a switch from “integration” to “inclusion”. The actualization of Inclusive education does not mean making SEN pupils participate or attend mainstream education but transforming the education system so that all students (with their differences) can exploit the educational offers and opportunities regardless of their individual needs. (From Key Principles for Promoting Quality in Inclusive Education - Recommendations for Practice, http://bit.ly/1a4D4Bo)

THANKS FOR YOUR ATTENTION! Patrizia Lotti (INDIRE), p.lotti@indire.it Silvia Panzavolta (INDIRE), s.panzavolta@indire.it This project has been funded with support from the European Commission. This presentation reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein