Education 6714 Gayla Fisher

 “ The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The "universal" in universal design does not imply one optimal solution for everyone. Rather, it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress.” (Center for Applied Science and Technology website)

 Present information, concepts, and ideas  Plan and execute learning tasks  Get engaged and stay engaged in the learning

 Provides flexibility in the ways information is presented, in the ways students respond and in the ways students are engaged  Students have varied skills, abilities, needs, interests, backgrounds, and learning styles

 Curriculum is made flexible and customizable so that individuals can learn in ways that work best for them  High standards are achieved through different means in the UDL curriculum  Reduces barriers in instruction  Provides appropriate accommodations, supports, and challenges, and maintains high standards for all students, including students with disabilities

Principle one: Multiple methods of presentation  How we teach  Enable learners to identify and understand ideas and concepts.

 To reduce barriers to learning, it is important to provide instruction through different sensory modalities (vision, hearing or touch)  Vision– enlarged text  Hearing- sounds amplified

Multiple means of action and expression  How students respond to what we teach  Enable learners to plan, execute, and monitor actions

Assistive technology can be used to assist students who are physically disabled or have other types of barriers.  Provide option for physical action Assistive technology device examples:  Voice activated switches, expanded keyboards

Different modalities for expression should be provided for all students.  Drawing  Video  Storyboards  Kidspiration/Insirpation  Speech recognition software

 Multiple means of engagement  How well students interests are integrated in the presentation  Enable learners to engage with tasks and learning with the world around us

Provide students with choices through:  Alternative methods to complete assignments  Ensure that every student is working at a comfortable and appropriate stage of difficulty  Collaboration  Ongoing feedback and encouragement  Teach today’s students with today’s tools

 Recognition  Strategic  Affective

“The what of learning”  Identify and interpret patterns of sound, light, taste, smell and touch  Identify and understand information, ideas, and concepts

“the how of learning”  Generate and oversee mental and motor patterns  Enables us to plan, execute, and monitor actions and skills

“the why of learning”  Evaluate patterns and give them significance  Enable us to engage in tasks and learning with the world around us

 The technology now exists to make teaching and learning more adaptable to meet the needs of a wide range of students.  Proactive curriculum design is essential in light of limited resources and limited time to create individualized accommodations.

 Wiggle Works is interactive books that provide technology, literature and teacher support to help students become successful readers and writers.  Research-based and proven model

 Helps students read, research, and understand information more efficiently.  Provides teachers an easy way to create web- based lessons with effective learning.

“Applying universal design to learning materials and activities can increase access for learners with wide disparities in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, focus, engage, and remember.” Rose & Meyer, 2000, 2002

Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved from ml ml Learning Through Listening.(2009). Retrieved from for-Learning-UDL/27/ for-Learning-UDL/27/ The National Center on Secondary Education and Transition (NCSET). (2007). Vol. 1 December Retrieved from Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from