January 18, 2012

A Vision of K-12 Students Today 2

“ Consider the needs of the broadest possible range of users from the beginning” - Ron Mace, Architect -

How do you know what we need?

Early implementation Retrofitting Solves only one problem Can be costly Many are UGLY!

Universal design (UD) principles Not one size fits all Design from beginning; not add on later Increase access opportunities for everyone

UD examples Ramps Curb cuts Electric doors Captions on television Easy-grip tools

UD solutions

Who benefits?

UDL at a Glance 10

Universal design for learning (UDL) More ways to access… More ways to participate… More ways to demonstrate learning… Resulting in more equitable access to… the general education curriculum for ALL learners

Why UDL? Current instructional practices are not appropriate for all learners Existence of academic achievement gaps Benefits of accessibility vs. retrofitting

Goals of UDL Improving access, participation & achievement Eliminating or reducing physical & academic barriers Valuing diversity through proactive design

Principles of UDL Multiple  means of representation  means of action and expression  means of engagement - CAST -

Technology NOW and THEN: mEZWuRQ c2qtY&feature=related

Flexible Instructional Media

Multiple Means of Representation Examples  Read aloud  Highlight phrases  Listen to audiotape  Text-to-speech  Built-in talking glossary  Built-in language translation

CAST’s UDL Editions

Alternatives for visual info: Text-to-speech Decoding/cross-linguistic understanding: Text-to- speech, translation Define vocab and symbols: Multimedia glossary, figurative language Activate background knowledge: Links to background knowledge

CAST’s UDL Editions

TTS and Translation TextHelp Toolbar

Multimedia Glossary Vocab support

Figurative Language Literary devices

Background Knowledge Activate and supply

Resources UDL Editions - Bookshare – TumbleBooks -

Exploring Multiple Means of Representation Click on: on/examples on/examples Select 1 checkpoint under each of the 3 guidelines to further explore. For each of these checkpoints, identify a resource. Describe how this allows your students to interact with content in flexible ways.

Multiple Means of Action and Expression  Written response  Verbal response  Visual art project  Dramatic response  iMovie (Macintosh)  Multimedia: Power Point, Hyperstudio

What does it look like? Multiple Means of Action and Expression

What does it look like? Options that allow for different physical responses pointing mouse/joystick manipulatives range of motor actions

What does it look like? Options that offer tools for composition and problem-solving Spellcheckers, grammar checks, word prediction software Speech to text, audio recording Sentence starters, sentence strips Story webs, outlining tools, concept maps Computer-Aided-Design (CAD)

What does it look like? Options that offer tools for planning and strategy development Embedded prompts Checklists and project planning templates Schedules of steps Embedded coaches or mentors Guides for breaking long- term goals into reachable short-term objectives

Resources Book Builder- Rubric Generator Bitstrips -

Exploring Multiple Means of Action and Expression Click on: on/examples on/examples Select 1 checkpoint under each of the 3 guidelines to further explore. For each of these checkpoints, identify a resource. Describe how this allows your students to have flexible options show what they know

Multiple Means of Engagement  Keep ongoing personal journal  Use archived resources  Flexibility in use of tools to access information  Choice in means of expression  Flexible grouping strategies

Managing Student Behavior – Multiple Means of Engagement Activity – creating classroom or school-wide rules Be kind Be safe Be cooperative Be respectful

Options that enhance value: personal journal Options that enhance salience of goals: use archived resources Options that foster communication: school-wide PBIS Program Options that guide expectations: self-regulatory goals Options that develop reflection: collecting and displaying data

Options That Enhance Value Personal journal Record how negative behavior is addressed in various cultures Model what “Be respectful” looks like across multiple settings Connect relevancy to school and cultural norms

Options That Enhance Salience of Goals Use archived resources Review previous class or school data Identify class or school goals for appropriate behavior Set target goals – individual, class, and/or school

Options That Foster Communication Schoolwide Behavior Support Programs Peer tutoring and monitoring Differentiated goals and supports Prompts that guide students

Options That Guide Expectations Self-regulatory goals Create prompts that focus on goals Provide opportunities for reflection Model desired behavior Create plan for maintaining goals

Options That Develop Reflection Collecting and displaying data Assist students in collecting data Determine ways in which data will be displayed Compare to archived data Show explicit connection – individual, classroom, school, community

Managing Student Behavior “Creating classroom norms, expectations, and rules are a golden opportunity to establish and sustain student engagement, use it.” Dr. Mary Magee Quinn, Researcher

Resources es/nature.php es/nature.php

Exploring Multiple Means of Engagement Click on: on/examples on/examples Select 1 checkpoint under each of the 3 guidelines to further explore. For each of these checkpoints, identify a resource. Describe how this allows your students to have options to stimulate interest and motivation for learning.

On-line Tutorials Choose any one to explore further:  GPS and UDL  UDL Modules - C9C3AACC5960A33 C9C3AACC5960A33  UDL Guidelines -

Teacher-Friendly UDL Tools e.asp?a=383&BMDRN=2000&BCOB=0&c=93292& Nav =|&NodeID= e.asp?a=383&BMDRN=2000&BCOB=0&c=93292& Nav =|&NodeID=5482

Additional Resources Center for Applied Special Technology National Task Force on UDL IDEA Partnership Community of Practice - UDL NEA Research Spotlight on UDL

National Center on UDL Center for Implementing Technology in Education National Symposium on UDL and Inclusive Practices Teaching Every Student in the Digital Age student/

Print Resources Universal Design for Learning (UDL): Making learning accessible and engaging for all students. Universal Design for Learning (UDL): Making learning accessible and engaging for all students. (NEA, 2008) A Practical Reader in Universal Design for Learning A Practical Reader in Universal Design for Learning Edited by David H. Rose and Anne Meyer (Harvard Education Press, 2006) NEW!! A Policy Reader in Universal Design for Learning NEW!! A Policy Reader in Universal Design for Learning Edited by David T. Gordon, Jenna W. Gravel, and Laura A. Schifter (Harvard Education Press, 2009) The Universally Designed Classroom: Accessible Curriculum and Digital Technologies The Universally Designed Classroom: Accessible Curriculum and Digital Technologies Edited by David H. Rose, Anne Meyer, and Chuck Hitchcock (Harvard Education Press, 2005) Teaching Every Student in the Digital Age: Universal Design for Learning Teaching Every Student in the Digital Age: Universal Design for Learning David H. Rose and Anne Meyer (ASCD, 2002)

References Gravel, J., Ralabate, P., & Thomas, L. (2010). Universal Design for Learning: A framework for access and equity. Presentation at the Leadership for Equity and Excellence Forum.