Universal Design for Learning An open door leading to our round planet Earth filling the door way. Universal Design for Learning TEACHING ALL STUDENTS, REACHING ALL LEARNERS www.ist.hawaii.edu Center on Disability Studies, University of Hawaii

Overview UDL Definition and Importance How UDL is Applied Questions Further Resources

Introductions Speaker – Megan A. Conway, Ph.D. mconway@hawaii.edu What I want you to know about me: Faculty at UH Center on Disability Studies Training Coordinator for Federal OPE Grant Visually and Hearing Impaired. Anything I need to know about you? PURPOSE OF Students with Disabilities as Diverse Learners TO CONDUCT FACULTY DEVELOPMENT IN AREAS OF UDL, CULTURAL DIVERSITY, MENTORING INFO ON ONLINE AND IN PERSON TRAINING ON WEBSITE WWW.IST.HAWAII.EDU

I. Definition and Importance of UDL “Breaking Barriers” CARTOON IMAGE OF A MAN IN A WHEELCHAIR CRASHING INTO A HOUSE, A TOILET, A WALL, STAIRS A cartoon image of a man in a wheelchair, simulating a bulldozer, bulldozing construction of a brick wall, a house structure, a ladder, and an entire toilet out of his path.

Universal Design Universal Design is the design of products and environments to be usable by everyone, to the greatest extent possible, without the need for adaptation or specialized design.” ~Ron Mace “[Universal Design for Learning] UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.” ~(CAST, www.cast.org)‏ Ron Mace (1941-1998), Creator of the concept and the term "Universal Design," and Fellow of the American Institute of Architects. UD WAS CREATED AS AN ARCHITECTURAL CONCEPT. AN EXAMPLE OF UD IS CURB CUTS OR AN ELEVATOR THAT MAKE IT POSSIBLE FOR A WHEELCHAIR, A STROLLER, A BICYCLE, A PULL-TYPE SUITCASE AND A DELIVERY CART TO MOVE EFFORTLESSLY UP A LEVEL.

Challenge? What’s wrong with this picture?

Solution! Who benefits from curb cuts?

Challenge? Learners are diverse! Disabilities Returning/older learners Diverse Learners Disabilities Returning/older learners Second language learners Ethnic Diversity Socioeconomic Cultural

Solution! UDL Best Practices UDL Support s UDL Framework designs and implements curricula that enables all individuals to gain knowledge UDL Support s UDL supports learning and reduces barriers to the curriculum UDL Best Practices proactively meets the needs of diverse learners

Benefits of UDL Faculty benefit by: Students benefit by: Greater access to course content Greater opportunities for achievement Greater satisfaction with the learning process Faculty benefit by: Ability to reach a diverse population without needing to modify course requirements/expectations. Tools to consider how and what to teach in a systematic and structured manner. Opportunity to examine teaching effectiveness in light of reappointment, tenure, and promotion process.

3 Principles of UDL Multiple means of… Representation Ways to represent materials for student recognition of material (ex. Lecture, video, audio, digital materials, groups) Expression Ways of expression of what is learned (ex. Presentation, papers, role-playing, technology implementation, projects) Engagement Ways to engage learners so that they are interested in what they are learning REPRESENTATION IS HOW MATERIAL IS PRESENTED TO A STUDENT, I.E. VIA TEXTS, LECTURE, DISCUSSION. There is no one way of presenting information that is optimal for all students. EXPRESSION IS HOW A STUDENT SHOWS YOU WHAT THEY HAVE LEARNED, I.E. EXAM, PARTICIPATION, LAB WORK. There is no one means of expressing knowledge that will be optimal for all students. ENGAGEMENT IS THE LEVEL TO WHICH A STUDENT IS ABLE TO ATTEND TO INFORMATION AND IS MOTIVATED TO LEARN. There is no one way to engage and motivate students.

II. How UDL is Applied in Postsecondary Settings Diversification of instructional methods Diversification of instructional materials Application of technology

Instructional Methods Direct Indirect Experiential Independent Interactive Photo image of a woman writing on a white board looking towards another woman in instructional conversation.

Methods - Direct UDL Applications: Direct Structured Overview Lecture-traditional lecture in a classroom. UDL Applications: Digital Talking books/E-textbooks Chunking Pause Procedure Organizers

Methods – Indirect and Distance Asynchronous Format Synchronous Format Face-to-Face Groups can be organized to work on case-studies and/or student-directed learning. Learning at one's own convenience at different times and different locations as others taking the same course. Learning from a different place at the same time with others taking the same course.

Methods - Experiential Lab demonstrations Three-dimensional models Role-play Role-play is a way for an array of diverse learners to express what they have learned. Lab demonstrations supports one of the ways students can express what they know and learned. This can be done in conjunction with writing out steps. Three-dimensional models create an expressive way students can learn and relay what they know by using a kinesthetic approach. DEMONSTRATE – F/EX HOW TO COMPLETE A LAB EXERCISE CORRECTLY ACCESSIBILITY – PHYSICAL/SENSORY ACCESS TO LAB EQUIPMENT, PRACTICUM SITE MULTIPLE OPTIONS – IF TOTAL ACCESSIBILITY IS NOT POSSIBLE, STUDENTS CHOOSE WHAT FITS STRENGTHS

Methods Independent and Interactive One-on-one work with a student Assignments Independent studies Interactive Debates Group Work Brainstorming Student/Instructor create assignments Interactive instructional strategies provide students the opportunities to work in groups and with the instructor in collaboration building. Students’ weaknesses can be balanced by other students’ strengths. Independent instructional strategies provide students opportunities to express what they know using their own personal strengths, experiences, and knowledge.

Examples of UDL Applications Digital Talking Books and E-Textbooks Digital talking books and e-textbooks can assist with recordings and audio in preparation for and during a lecture. Guided Notes Guided notes give students an incomplete outline that helps guide them through a lecture but leaves gaps for notetaking. The Declaration of Independence was signed in the year______

Examples of UDL Applications Pause Procedure A short pause that allows for discussion or retention of material. Graphic Organizers Assist with presenting material in a different way and in organized manner.

Further Examples of UDL Applications Include all students Communicate clearly Online options Choice Accessibility Experience-based Time

Instructional Materials Power Points Audio and Visual Texts and Notes Group Work and Workshops

Materials - Power Points UDL Tips Use to give structure to a presentation Integrate images wherever possible Less is more Be sure to read slides/pass out and post note pages ASK AUDIENCE: CHALLENGES YOU HAVE WITH POWER POINTS?

Materials - Audio & Visual UDL Tips Represent language concepts visually Include audio and video recordings Be sure to include open captioning & audio description where necessary AUDIENCE QUESTION: EXAMPLES OF GOOD WAYS TO USE AUDIO/VISUAL?

Materials - Texts & Notes UDL Tips Alternative textbooks Alternative formats Instructor and student notes online Interactive & descriptive syllabus ALTERNATIVE TEXTS – OFFER AT LEAST 2 OPTIONS WITH SIMILAR CONTENT BUT DIFFERENT PRESENTATION FORMATS – AVAILABLE/TRANSCRIBEABLE BRAILLE, AUDIO, ELECTRONIC NOTES – ASSIGN 1-2 STUDENTS EACH CLASS TO TAKE NOTES – POST INSTRUCTOR’S 1 WK AHEAD SYLLABUS -USE ONLINE LINKS AND TOOLS, MAPS, GRAPHICS

Materials - Group Work & Workshops UDL Tips Scaffolding Strategic discussion Image of a building with scaffolding under construction. STRATEGIC DISCUSSION – GROUP MIX REFLECTS VARIOUS BACKGROUNDS, SKILLS, SKILL LEVELS SCAFFOLDING – WORKSHOPS TO PROVIDE NECESSARY SKILL SETS SUCH AS WEB-DESIGN LOGIC LAB – 2 HR SESSION AWAY FROM CLASSROOM/OFFICE WHERE STUDENTS CAN STUDY TOGETHER, WORK WITH PROFESSOR, INFORMAL SETTING TO AUDIENCE: OTHER EXAMPLES OF GROUP WORK?

Materials -Technology UDL Tips Utilize online materials Encourage enhancement of tech skills Ensure online accessibility and W3C compliance ENCOURAGE- “HOW TO” TECHNOLOGY WORKSHOPS - ONLINE RESEACH – ELECTRONIC COMPLETION OF CLASS ASSIGNMENTS – ELECTRONIC EXAMS ACCESSIBLE – SOME USERS MAY BE USING SCREEN READERS AND OTHER ADAPTIVE TECHNOLOGY – CONFORM TO GUIDELINES SET OUT BY THE WORLD WIDE WEB CONSORTIUM FOR CONTENT ACCESSIBILITY (WCAG 1.0) HTTP://WWW.W3C.ORG/WAI/ ONLINE MATERIALS – SYLLABUS – ONLINE DISCUSSION – ONLINE OFFICE HOURS – PROFESSOR AND STUDENT NOTES – ELECTRONIC TEXTBOOKS AND AUDIO RECORDINGS – FURTHER RESOURCES – BLOGS AND OTHER SOCIAL NETWORKING SITES

III. Questions 1. Did you learn what you wanted to learn? If not, what questions went unanswered? 2. Any additional questions about the presentation?

IV. Further Resources General Information About Universal Design for Learning Center for Applied Special Technology (CAST) www.cast.org TRACE Research Center http://trace.wisc.edu/about National Universal Design for Learning Taskforce http://www.advocacyinstitute.org/UDL

Resources Universal Design in Postsecondary Education IST Project www.ist.hawaii.edu Renton Technical College http://webs.rtc.edu/ii/dsdp.html Equity and Excellence Project www.eeonline.org DO-IT Project www.washington.edu/doit Faculty Ware www.facultyware.uconn.edu/home.cfn

Resources Learning Style Inventories www.usd.edu/trio/tut/ts/style.html www.engr.ncsu.edu/learningstyles/ilsweb.html Web Accessibility WebAIM http://www.webaim.com WWC3 http://www.w3.org/WAI