2. Universal Design for Learning: Sharing Ideas and Building Resources Karen Tino Walden University EDUC 7109 Dr. Rebecca McPherson October 7, 2013

3. What is UDL?

4. Universal Design for Learning

5. UDL Assistance

6. Why is UDL necessary? Learning is not a single, one-size-fits-all solution

7. Recognition Networks The "what" of learning How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

8. Strategic Networks The "how" of learning. How we organize and express our ideas.

9. Affective Networks The "why" of learning How learners get engaged and stay motivated.

10. How UDL works Provide multiple means of presentation expression and engagement for student success.

11. Means of Presentation Barriers with traditional printed materials physical disabilities - turning the pages visual impairments - can’t see the book dyslexia - can’t decode the book. Varied presentations digital text audio-video

12. Means of Expression Allow students to demonstrate learning in different ways for the same objectives

13. Means of Engagement Provide for students to have multiple means of participating within the curriculum

14. How does UDL support cultural, ethnic, linguistic, and academic diversity? UDL provides diversity and flexibility especially when incorporating technology which implements tools that are as flexible and diverse as the students.

15. 3 CAST Online Tools and Resources Lesson Builder-

16. 3 CAST Online Tools and Resources Curriculum Barrier Finder-

17. 3 CAST Online Tools and Resources UDL Class Profile Maker-

18. In conclusion… Given these research revelations, educators now take more notice of the strengths of individuals with disabilities and we can appreciate more fully every student’s uniqueness and the importance of considering each one’s strengths and needs. (Meyer, A., & Rose, D. H. 2005)

19. References Bray, M, Brown, A, & Green, T. (2004). Technology and the diverse learner: a guide to classroom practice. Corwin Press. Continued National Universal Design for Learning Task Force. Retrieved September 20, 2013 from http://www.advocacyinstitute.org/UDL/ Council for Exceptional Children, (2010). Brain research sheds new light on student learning, teaching strategies, and disabilities. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CO NTENTID=6271 Janowski, K. (2010, April 10). Edtech solutions: teaching every student - why i love the ipad for education: initial observations. Retrieved from http://teachingeverystudent.blogspot.com/2010/04/why-i-love-ipad-for-education-initial.html Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author. LD Online. (2010). Response-to-Instruction and Universal Design for Learning: How Might They Intersect in the General Education Classroom? Retrieved from http://www.ldonline.org/article/13002http://www.ldonline.org/article/13002 Meyer, A., & Rose, D. H. (2005). The future is in the margins: The role of technology and disability in educational reform. In D. H. Rose, A. Meyer & C. Hitchcock (Eds.), The universally designed classroom: Accessible curriculum and digital technologies (pp. 13-35). Cambridge, MA: Harvard Education Press National Center on Universal Design for Learning. (2013). CAST. Retrieved from http:// www.udlcenter.org/aboutudl/udlguidelines Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional Children, 41(6), 48- 58. Retrieved from Academic Search Premier database. Universal Design for Learning. Retrieved September 26, 2013 from http://en.wikipedia.org