2014 Bartholomew Consolidated School Corporation Developed by CAST, March 2012 Universal Design for Learning (UDL) Basics: Stephanie Craig and Kate Edgren.

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Presentation transcript:

2014 Bartholomew Consolidated School Corporation Developed by CAST, March 2012 Universal Design for Learning (UDL) Basics: Stephanie Craig and Kate Edgren

Clearing a path for people with special needs clears the path for everyone! Premise for UDL:

Essential Questions: What is Universal Design for Learning (UDL)? What are the 3 UDL Principles and how are the 9 Guidelines structured? What prevents learners from reaching or connecting to the curriculum/environment? CAST, March 2012

Question 1: What is UDL? What do I know about UDL? How did I learn it?

Universal Design: Consider who might enter the building? Planned and Designed before construction Built for everyone.

Multiple ways to enter a building…

Universal Design in Architecture Multiple ways of getting information to people.

UDL tip: This video offers information in another medium.

Question 2: What are the UDL Principles and how are the Guidelines structured? What do you know about the 3 principles? What do you know about the 9 guidelines?

UDL tip: This graphic offers information in text, visuals, & color.

Provide Access Provide Guided Practice with Support Provide Independent Practice

EXAMPLES: Video, Lecture, Demonstration EXAMPLES: Text to speech, Manipulatives, EXAMPLES: Graphic Organizer, Clues, Prompts, Aided Questions, Models EXAMPLES: Discussion, Guest speaker, Journaling, Video, Experiment EXAMPLES: Graphic Organizer, Clues, Prompts, Aided Questions, Models EXAMPLES: Game, Acting/Role playing, Demonstrate, Lab, Speech, Typing, Recording Examples and modeling provide scaffolding. EXAMPLES: Interest Inventory, Reflection, Survey, Goal Setting Activity EXAMPLES: Journaling, Oral expression, Timeline, Worksheet, Exam EXAMPLES: Project, Portfolio, Create a video

Question 3: What prevents learners from reaching or connecting with the curriculum? What are some barriers that learners could encounter in your learning environment?

Disability depends on context.

Address Learner Variability: What does the child bring into the learning environment? Hearing Impairment Limited Background knowledge Above average reader Speech Impairment Low Vision Difficulty processing information Fine motor difficulties Domineering

Visuals Verbal Movement Audio

Let’s talk about this…

Tic-Tac-Toe! UDL tip: This exercise activates background knowledge and recruits interest.

Please fill out evaluation and leave on the table! Thank you!

Summary UDL is based on what we’ve learned in neuroscience and the learning sciences about HOW we learn. There are 3 brain networks associated with learning: Affective, Recognition, Strategic and 3 UDL Principles offering multiple means of: Engagement, Representation and Action & Expression. The Learning Environment is a key component. Barriers must be evaluated and replaced with scaffolding and supports. We can plan a UDL Curriculum and Learning Environment by evaluating barriers and asking questions based on the UDL Guidelines.

BCSC UDL Website Stephanie Craig, UDL Facilitator: Rhonda Laswell, UDL Coordinator: