1. A Working Understanding of Universal Design for Learning (UDL) and Assistive Technology: Similarities and Differences Dr. James D. Basham University of Cincinnati Spring 2007

2. AGENDA – Oct. 4, 2012  Check in for the good of the group  Storytime  UDL  LRE

3. Purpose  Introduction to Universal Design for Learning (UDL)  Describe the similarities and differences between UDL and Assistive Technology (AT).  By the end of the presentation you should... –Have basic understanding of UDL –Understand some of the similarities and differences between UDL and AT –Be able to locate resources and tools for gaining more information and enhancing your learning environment.

4. What is Universal Design? “Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” (Mace, R. 1997; Center for Universal Design) IMPORTANT: UD is a “proactive” approach to design. It provides for anticipated user differences rather than having to retrofit later.

5. Legal Definition  The term “universal design” means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly usable (without requiring assistive technologies) and products and services that are made usable with assistive technologies. (U.S.C. § 3002)

6. One Simple UD Example Automated Door People carrying things People in wheelchairs People with service animals Everyone! Can be used by:

7. Moving UD Toward Learning: Universal Design for Learning

8. What we know... Abilities Vary 1(04%) +1 G.L., 17(68%) 5th, 4(16%) near, 2(08%) -1 G.L., 1(04% ) -2 G.L.

9. Initial Understandings... Student abilities are on a continuum and vary by... –subject matter –experience –instructional pedagogy and strategy –level and type of engagement Traditional notions of content, instruction, and assessment may limit a child’s ability

10. Relating UD to education…  Universal Design for Learning (UDL) focuses on proactively planning and designing… –To provide access to learning (moves beyond simply providing physical access) –For the continuum of abilities  UDL Focal Points: –Curriculum –Instruction –Assessment Developed by the Center for Applied Special Technology (CAST) (http://www.cast.org)http://www.cast.org

11. Neuroscience to the Classroom UDL is built on three research-based principles:  Provide multiple means of representation to give learners various ways of acquiring information and knowledge  Provide multiple means of expression to provide learners alternatives for demonstrating what they know  Provide multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn (Basham, Edyburn, Lowrey, & Wissick, 2007)

12. UDL Curriculum  Provide for multiple points of entry  Identify and deal with barriers and potential pitfalls  Focus on the true purpose and essential learnings (or big ideas) –Example (Ohio 4th Grade Science Indicator):  Record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols and cloud conditions).  Use local weather data to indicate changes over a period of time. Flexibility in design (design broadly)

13. UDL Instruction (1) In Planning for –Focus on desired outcomes (not “the test”, but desired knowledge and skills) –Identify and provide for barriers and potential pitfalls –Use Differentiated Instruction’s elements of differentiation: Content, Process, Product, & Environment In Content Introduction –Contextualize learning (provide anticipatory set) and when appropriate, draw explicit connections –Provide support for limited background knowledge –Highlight the essential “learnings” (big ideas) and desired outcomes Focused on the three UDL principles...

14. UDL Instruction (2) New Content, Student Engagement, and Throughout –Provide for multiple means (and media) of representation and presentation (e.g., textbooks, digital documents, websites, models) –Provide multiple means for students to demonstrate knowledge and skill (e.g., oral, visual, written) –Offer appropriate choices and various levels of engagement (e.g., tools, content, individual/group) –Highlight necessary and critical features (e.g. vary tone, body movement, be explicit) –Provide ongoing feedback and facilitate understanding –Encourage self-reflection to support meta-cognition (e.g., self-talk, journaling) –Encourage home & school connection

15. UDL Assessment Meaningful, Valid, and Flexible Measures –Design measures that focus on the essential “learnings” and the real purpose for doing... –Prior to instruction, define acceptable/unacceptable outcomes –Tools utilized throughout the instructional process should be used in the assessment process (and vice versa) (e.g., text-readers, Internet) –Provide multiple means for students to demonstrate knowledge and skill (e.g., oral, visual, written) Assessments should be ongoing and embedded in the learning process. Note: Generally, the traditional forms of assessment (e.g., multiple choice tests) do not meet UDL criteria.

16. Remember that you are unique – Just like 300 million others

17. What is universal design? Universal Design is the design of all products and environments to be usable by people of all ages and abilities, to the greatest extent possible. - Ronald L. Mace, 1991

18. 1.Equitable Use 2.Flexibility in Use 3.Simple and Intuitive Use 4.Perceptible Information 5.Tolerance for Error 6.Low Physical Effort 7.Size and Space for Approach and Use The 7 Principles of Universal Design

19. Principle 1: Equitable Use The design is useful and marketable to people with diverse abilities.

20. Principle 1: Equitable Use

21. Principle 2: Flexibility in Use The design accommodates a wide range of individual preferences and abilities.

22. Principle 2: Flexibility in Use

23. Principle 3: Simple and Intuitive Use Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills or concentration.

24. Principle 3: Simple and Intuitive Use

25. Principle 4: Perceptible Information The design communicates information effectively to the user, regardless of the environment or the user’s abilities

26. Principle 4: Perceptible Information

27. Principle 5: Tolerance for Error The design minimizes hazards and negative consequences of accidental actions.

28. Principle 5: Tolerance for Error The design minimizes hazards and negative consequences of accidental actions. “CAUTION: It is not recommended that children or pets regularly drink water from the toilet, even though the bowl water is not harmful to children or pets.” Label on toilet bowl cleaner bottle

29. Principle 6: Low Physical Effort The design can be used efficiently and comfortably and with a minimum of fatigue.

30. Principle 6: Low Physical Effort The design can be used efficiently and comfortably and with a minimum of fatigue.

31. Principle 7: Size and Space for Approach and Use Appropriate size and space is provided for use, regardless of user’s body size or posture.

32. Principle 7: Size and Space for Approach and Use

34. Next steps: Promoting universal design

35.  Accessible Design: for people with disabilities  Universal Design: for everyone, including people with disabilities Accessible vs. universal

36. 9% of us have physical disabilities American Community Survey, 2004

37. Handling

38. Mobility

39. 11% of us live with someone with a disability

40. 15% of us have disabilities American Community Survey, 2004

41. 5% of us have cognitive disabilities American Community Survey, 2004

42. Thinking

43. 4% of us have sensory disabilities American Community Survey, 2004

44. Seeing

45. Assistive Technology Assistive Technology (AT) is defined as “Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used increase, maintain, or improve the functional capabilities of a child with disabilities” –AT is required to be addressed in a student’s Individualized Education Program (IEP) –Providing AT is to be considered in decisions related to Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE) (Technology Related Assistance for Individuals with Disabilities (Tech Act), 1988)

46. Basic Similarities of UDL & AT  Both utilize problem-solving process  Both utilize various forms of modern technology  Related to individuals with disabilities, both UDL and AT are focused on –Providing Access –Increasing Participation –Improving Outcomes

47. Basic Differences of UDL & AT UDL is focused on: –Providing access and betterment for individuals of all abilities and disabilities –Proactively making environmental-based decisions related to the learning environment focused on curriculum, instruction, and assessment. –Dealing with issues of access and betterment related to the environment’s design (targets the larger system) AT is focused on: –Providing access and betterment for individuals with disabilities (by definition) –Reactively providing technology to increase, maintain, or improve the functional capabilities –Generally considering issues of access and betterment as an individual’s issue (targets individual need) (Rose, Hasselbring, Stahl, & Zabala, 2005)

48. Working Together...  Develop and implement a well-designed learning environment focused on various abilities and disabilities  Provide individual support where barriers were overlooked and/or cost- effectiveness may limit or prohibit systems level change Realistically, UDL and AT work together to  Support access and betterment for all individuals

49. Resources  Various UDL Resources are found at CAST http://www.cast.org –Publications (many free) –UDL Tools and Examples for Lesson Development, Instruction, and Assessment  UDL Design Examples: –http://school.nettrekker.com/ (fee based)http://school.nettrekker.com/ –http://www.windows.ucar.edu/ (Google: Windows to the Universe)http://www.windows.ucar.edu/  Regional Support: Southwestern Ohio SERRC –http://www.swoserrc.org/http://www.swoserrc.org/

50. Contact Information James D. Basham, Ph.D. Special Education/Instructional Design and Technology Division of Teacher Education College of Education, Criminal Justice, and Human Services University of Cincinnati 45-51 Corry Boulevard Cincinnati, OH 45221-0022 Phone (513) 556-9135 E-mail: james.basham@uc.edu