Universal Design for Learning Julie Budney Universal Design for Learning
Definition: According to the National Center on Universal Design for Learning it is defined as “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”.
3 Brain networks Recognition Network Strategic Network Affective Network
Brain networks Recognition Strategic Affective The “what” of learning. How we gather and categorize information. What we see, hear and read. Present information and content in different ways. Strategic The “how” of learning. Planning and performing tasks. How we organize and express our ideas. Allow students to demonstrate their understanding in a variety of ways. Affective The “why” of learning. How learners get engaged and stay motivated. How they are challenged. These are affective dimensions.
3 Principals of Universal Design for Learning. Representation Action & Experssion Engagement
Representation Perception Offer ways of customizing the display of information. Offer alternatives for auditory and visual information Language, expressions, and symbols Clarify vocabulary and symbols Clarify syntax and structure Support decoding text, math notations, and symbols Promote understanding across languages Illustrate through multiple media Comprehension Activate and supply background knowledge Highlight patterns, critical features, big ideas, and relationships Guide information processing, visualization, and manipulation Maximize transfer and generalization
Action & expression Physical action Vary the methods for response and navigation Optimize access to tools and assistive technologies Expressive skills and fluency Use multiple media for communication Use multiple tools for construction and composition Build fluency and graduated levels of support for practice and performance Executive function Guide appropriate goal-setting Support planning and strategy development Facilitate managing information and resources Enhance capacity for monitoring progress
engagement Recruiting interest Optimize individual choice and autonomy Optimize relevance, value, and authenticity Minimize threats and distractions Sustaining effort and persistence Heighten quality of goals and objectives Vary demand and resources to optimize challenge Foster collaboration and communication Increase mastery-oriented feedback Self-regulation Promote expectations and beliefs that optimize motivation Facilitate personal coping skills and strategies Develop self-assessment and reflection
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