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UNIVERSAL DESIGN FOR LEARNING (UDL) Dr. van Garderen Department of Special Education.

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Presentation on theme: "UNIVERSAL DESIGN FOR LEARNING (UDL) Dr. van Garderen Department of Special Education."— Presentation transcript:

1 UNIVERSAL DESIGN FOR LEARNING (UDL) Dr. van Garderen Department of Special Education

2 WHY THIS PRESENTATION More than likely to have one or more students with a disability in your classroom. Legislation and changes in law (i.e., NCLB) demand that all students, including students with disabilities, receive and be exposed to same curriculum as their peers to the fullest extent possible. Many teachers are unsure how to include and meet the needs of students with disabilities in their classrooms.

3 WHAT IS UDL (ROSE & MEYER, 2002) UDL is an approach for teaching, learning, and developing curriculum materials. The main goal of UDL is to challenge assumptions about learning and teaching to support improved access to information and learning within the classroom. The aim of UDL is not simply to make information accessible to students, but to also make learning accessible. In fact, access to information can undermine learning because it sometimes requires reducing or eliminating the challenge or resistance that is essential to learning.

4 UDL ORIGINS UDL is an extension of an architectural movement called universal design. Universal design was an approach to improve access for all in buildings. Rather than adding on “access” after the building has been built, the needs of potential users were considered at the outset so that these needs could be subtly integrated into the fabric of the building’s design.

5 UDL ORIGINS The goal of universal design is to consider the needs of all potential users at the beginning so that these needs could be integrated into the fabric of the building’s design. Like universal design, UDL is a concept that promotes the learning needs of all to learners to be considered at the onset as opposed to being tacked into the curriculum as you go along.

6 EFFECTIVE INSTRUCTION ACCORDING TO UDL Four assumptions: 1.UDL assumes a continuum of learning differences in the classroom; that is, students will learn at levels at, below, and above grade level, and each student has individual areas of strength and weakness; 2.UDL relies on the general curriculum that is presented flexibly, so it includes, engages, and challenges all students appropriately;

7 EFFECTIVE INSTRUCTION ACCORDING TO UDL 3.UDL requires that all students to progress under the same standards, rather than establishing alternative curricula or standards. It maintains high expectations for all and does not “dumb down” the curriculum for students with disabilities; 4.UDL is inclusive by design: teaching methods and assistive technologies will be built in or be readily available; they will not have to be added on as afterthoughts by the teacher.

8 PRINCIPLES OF UDL (CENTER FOR UNIVERSAL DESIGN, 1997; THOMPSON, JOHNSTONE, & THURLOW, 2002) 1.Equitable curriculum 2.Flexible curriculum 3.Simple and intuitive instruction 4.Multiple means of presentation 5.Success-oriented curriculum 6.Appropriate level of student effort 7.Appropriate environment for learning

9 SUPPORTING LEARNING For content (‘what’) learning: Provide multiple examples Highlight critical features (direct student learning) Provide multiple media and formats Support background knowledge

10 SUPPORTING LEARNING For strategic (‘how’) learning Provide flexible models of skilled performance – use a variety of contexts (one-on-one instruction, small groups, whole class), and media (video, speech, text, diagram, animation) Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities for demonstrating skill (poster, written paper, video, oral presentation, music)

11 SUPPORTING LEARNING For affective (motivation/interest) learning Offer choices of content and tools Provide adjustable levels of challenge Offer a choice of rewards – feedback and knowledge of results / progress Offer a choice of learning context

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