Laurie Ray PT, PhD NC DPI Consultant for Physical Therapy, Medicaid and Liaison for Adapted Physical Education Universal Design for Learning

Universal Design The focus of Universal Design is to develop products and environments that are:  Usable by all people, to the greatest extent possible  Without the need for adaptation or specialized design  Beneficial to all Copyright  1997 NC State University, The Center for Universal Design

Universal Design for Learning  Minimizes barriers  Maximizes learning for ALL students

UNIVERSAL Curriculum that can be used and understood by everyone Addresses student: –backgrounds, –strengths, –needs and –interests

LEARNING Recognition-the WHAT of learning Skills and Strategies-the HOW of learning Caring and Prioritizing-the WHY of learning There are 3 broad networks in the brain The curriculum needs to help students gain all three.

HOW DO WE DO THIS?

DESIGN Curriculum should be flexible and built to accommodate ALL.

WHAT’S NEXT? Think About….. What is your Goal? What are Barriers to diverse learners?  To eliminate barriers use the 3 UDL Principles

Representation Engagement Action and Expression Learning! 3 Principles of Universal Design for Learning

Provide Multiple Means of REPRESENTATION Provide options for perception Provide options for language, mathematical expressions, and symbols Provide options for comprehension Questions? Ερώτηση? 質問 ? Spørgsmål?

Provide Multiple Means of ACTION AND EXPRESSION Provide options for expression and communication Provide options for executive functions Provide options for physical action

Provide Multiple Means of ENGAGEMENT Provide options for recruiting interest Provide options for sustaining effort and persistence Provide options for self-regulation

Principle 1: Equitable Use The lesson is useful and marketable to learners with diverse abilities.  Identical or equivalent  Avoid segregation and stigmatizing learners  Privacy, security and safety= equally available to all learners  Appealing to all learners Copyright  1997 NC State University, The Center for Universal Design

Principle 2: Flexibility in Use The lesson accommodates a wide range of individual preferences and abilities.  Choice in methods  Aids learner accuracy  Adapts to learner pace Copyright  1997 NC State University, The Center for Universal Design

Principle 3: Simple and Intuitive Use The lesson is easy to understand, regardless of the learner's experience, knowledge, language skills, or current concentration level.  Eliminate unnecessary complexity  Consistent expectation  Accommodate wide range of literacy and language skills  Arrange information consistently with its importance  Provide effective, individualized prompting and feedback  When  How Copyright  1997 NC State University, The Center for Universal Design

Principle 4: Perceptible Information The lesson communicates necessary information effectively to the learner, regardless of ambient conditions or the learner's sensory abilities.  Vary modes (pictorial, verbal, tactile) for redundant presentation of essential information  Maximize "legibility" of essential information  Break down elements in ways that make it easy to give instructions or direction  Provide compatibility with a variety of techniques or devices used by learners with sensory limitations. Copyright  1997 NC State University, The Center for Universal Design

Principle 5: Tolerance for Error The lesson minimizes hazards and the adverse consequences of accidental or unintended actions.  Arrange elements to minimize hazards and errors:  most used elements, most accessible;  hazardous elements eliminated, isolated, or shielded  Provide advance warnings Copyright  1997 NC State University, The Center for Universal Design

Principle 6: Low Physical Effort The lesson can be used efficiently and comfortably and with a minimum of fatigue.  Allow user to maintain a neutral body position  Minimize repetitive actions  Minimize sustained effort Copyright  1997 NC State University, The Center for Universal Design

Principle 7: Size and Space for Approach and Use Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.  Provide a clear line of sight to important elements for any seated or standing user  Make reaching comfortable to all components for any seated or standing learner  Accommodate variations in hand and grip size  Provide adequate space for the use of assistive devices or personal assistance Copyright  1997 NC State University, The Center for Universal Design

UDL RUBRIC REVIEW

For more information…