How Universal Design for Learning can help meet the diverse needs of young children Nancy J. Aguinaga, Ph. D. Julie Ray, Ph.D. Cara Bigler, Student Teacher Southeast Missouri State University

 Introductions  Objectives  Overview of Universal Design for Learning (UDL)  Video example  Classroom examples  Classroom UDL Checklist  Action Plan Session Overview

3 Objectives  Describe the concepts and principles of Universal Design for Learning (UDL) as it relates to early childhood  Apply the principles of UDL in curriculum, instruction, and assessment practices for all children  Apply the principles of UDL in choosing classroom materials and creating a supportive learning environment for all children.

Universal Design Origin Movement in architecture Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace Activity: Pair up and brainstorm for 2 minutes examples of Universal Design.  Share 4

 Inflexible, one-size-fits-all approach  Raises unintentional barriers to learning  Curriculum and Assessment  Materials  Environments  Learners with disabilities are the most vulnerable to such barriers, but many children without disabilities also find that curriculum, materials, and learning environments are poorly designed to meet their learning needs. Primary barrier to helping all children become expert learners

When curriculum, materials, and learning environments are designed to meet the needs of the broad middle to the exclusion of those with different abilities, learning styles, backgrounds, and even preferences, they fail to provide all children with fair and equal opportunities to learn. Diversity is the norm, not the exception

Universal Design for Learning  A curriculum framework  Flexible and supportive for all  Decreases the barriers that limit access  Based on brain research 7

CAST© 2003 Origins of Universal Design for Learning (UDL) CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” Teaching Every Student in the Digital Age, p. vi

 Do you expect children to be “ready” for your classroom OR is your classroom, school, or program ready for the children who will come through the doors?  Is it our responsibility to remove the barriers that exist for children’s learning and development? What barriers exist in your program or school?

CAST© 2003 UDL and the Learning Brain

CAST© 2003 UDL and the Learning Brain Recognition networks: “the what of learning” identify and interpret patterns of sound, light, taste, smell, and touch

CAST© 2003 UDL and the Learning Brain Strategic networks: “the how of learning” plan, execute, and monitor actions and skills

CAST© 2003 UDL and the Learning Brain Affective networks: “the why of learning” evaluate and set priorities

14 N ETWORK -A PPROPRIATE T EACHING M ETHODS To support diverse recognition networks:  Provide multiple examples  Highlight critical features  Provide multiple media and formats  Support background context To support diverse strategic networks:  Provide flexible models of skilled performance  Provide opportunities to practice with supports  Provide ongoing, relevant feedback  Offer flexible opportunities for demonstrating skill To support diverse affective networks:  Offer choices of content and tools  Offer adjustable levels of challenge  Offer choices of rewards  Offer choices of learning context

CAST© 2003 All learners are unique and universal does not mean “one size fits all” UDL and the Learning Brain

National Center on Universal Design for Learning  ownloads ownloads A universally designed approach is shaped from the outset to meet the needs of the greatest number of users, making costly, time- consuming, and after-the-fact changes to the program’s curriculum, materials, and environment unnecessary.

1.Options for how they learn 2.Choices which will engage their interest 3.Choices for how they demonstrate their learning Teachers provide: 1. Flexible ways of presenting information 2. Flexible options for engagement 3. Flexible methods of expression and assessment Separate the goal from the means Using curriculum, materials, and environments rooted in the 3 UDL principles, children have:

" UDL is really a merging of general education and special education, a sharing of responsibility, resources and ownership. It gets away from the "their kids/our kids" divide between general ed. and special ed." – David Rose A Practical Reader in Universal Design for Learning

19 Implementing UDL  Look for existing resources/infrastructure.  Conduct an inventory of your curriculum, materials, and learning environment: BICC Checklist: ts/ECE/Checklist%20and%20Questions.pdf ts/ECE/Checklist%20and%20Questions.pdf Start with one or two strategies.  Try it and be willing to alter and extend.

 Children’s Center of Northampton Community College, Bethlehem, PA: Childhood-Education/Partnerships/Building- Inclusive-Child-Care.htm Childhood-Education/Partnerships/Building- Inclusive-Child-Care.htm Take a Look at One Example

 Using the BICC Checklist, evaluate your current curriculum, materials, and environment.  List one immediate change you will make to move towards Universal Design for Learning in your practices.  Consider how you can work with others to make long-range improvement plans in your center or school. Action Plan

Maxwell Maltz, author of Psycho-cybernetics “It takes 21 days to form a habit.” Thank you