1. College and Career Readiness Conference Summer 2014 Equalizing the Playing Field: Access Through Universal Design for Learning

2. Outcomes: Participants will: Engage in discussion of the effective implementation of inclusive practices as a means for ensuring access to the general education curriculum by students with disabilities

3. HTTP://WWW.PAULAKLUTH.C OM/CATEGORY/INCLUSION Paula Kluth Video

4. Defining Universal Design for Learning  a scientifically valid framework for guiding educational practice that: provides flexibility  in the ways information is presented;  In the ways students respond or demonstrate knowledge and skills; and  in the ways students are engaged. http://www.udlcenter.org/aboutudl/udldefined

5. Defining Universal Design for Learning  a scientifically valid framework for guiding educational practice that: reduces barriers in instruction, provides appropriate accommodations, supports and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. http://www.udlcenter.org/aboutudl/udldefined

6. Critical Elements of UDL Instruction  Clear goals  Intentional planning for learner variability  Flexible methods and materials  Timely progress monitoring

7. Conveniently, accommodations created for a subset of the population usually result in increased benefit for everyone. Skip Stahl Universal Design for Learning: Reaching Teaching All Learners CEC 2009

8. Welcome to the World of the Center for Applied Special Technology (CAST) 8 www.cast.org

9. UDL at a Glance www.udlcenter.org

10. Universal Design For Learning (UDL) - proposes that children with disabilities do not constitute a separate category, but fall along a continuum of learning differences -leads us to make adjustments for learner differences for all students, not just those with disabilities continuum learning preferences

11. Universal Design For Learning Curriculum materials Varied, diverse, and multiple Includes digital and online resources, rather than centering instruction on a single text book

12. 12

13. www.tinyurl.com/udlkaplan

14. UDL Resources http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

15. CAST UDL Curriculum Self-Check http://udlselfcheck.cast.org/

16. Process ProductContent Curriculum Instruction Assessment Universal Design for Learning S.I. Differentiated Instruction

17. http://www.marylandpublicschools.org/msde/ MSDE-Blackboard Learn  www.marylandpublicschools.org www.marylandpublicschools.org  MSDE Blackboard Learn  Curriculum Resources MDCCRS Frameworks https://msde.blackboard.com/webapps/portal/frameset.jsp

18. MAKING THE INSTRUCTIONAL CONNECTION Instruction Learner Preference Differentiation Good Teaching

19. Instruction  Multiple choices Process Product UDL  Multiple means Representation Engagement Action and Expression Instruction and Universal Design for Learning Blending, Collaboration, Coordination

20. http://www.udlcenter.org/sites/udlcenter.org/files/Guideline%20Ed%20Chklst%208_31_09.doc

21. Putting UDL into Practice  Using your lesson to reflect on new information- Educator’s Checklist 1. Add tools/strategies to be used for support 2. Principles: 1. Multiple means of representation 2. Multiple means of engagement-process 3. Multiple means of action and expression 21

23. Windows Accessibility http://www.microsoft.com/enable/products/windows7/ http://www.microsoft.com/enable/products/windows8/

24. Windows 7 Ease of Access Start/All Programs/Accessories/Ease of Access  Magnifier  On-screen keyboard  Speech recognition 24

25. Mac Accessibility https://www.apple.com/accessibility/

26. Microsoft: Readability Statistics 26 http://grok.lsu.edu/Article.aspx?articleid=14250

27. 27 Microsoft: AutoSummarize http://www.addintools.com/documents/word/where-tools-menu.html

28. 28 Microsoft Word AutoSummarize and Readability Statistics

29. 29

30. Putting UDL into Practice  Using your lesson to reflect on new information-Accessibility & Word 1. Add tools/strategies to be used for support 2. Principles: 1. Multiple means of representation 2. Multiple means of engagement-process 3. Multiple means of action and expression 30

31. https://www.youtube.com/watch?v=aaSZqgr2eUM

32. Final Thought http://www.cttechact.com/news/images/Winter2011/Winter2011_8.jpg

33. Resources  Livebinder UDL accessibility resources http://www.livebinders.com/play/pla y/350830 http://www.livebinders.com/play/pla y/350830  UDL Livebinder www.tinyurl.com/udlkaplan

34. Contacts: Division of Special Education/ Early Intervention Services  Paul Dunford, Branch Chief Programmatic Support and Technical Assistance pdunford@msde.state.md.us pdunford@msde.state.md.us  Marsye Kaplan, Section Chief mkaplan@msde.state.md.us mkaplan@msde.state.md.us  Karla Marty, Section Chief kmarty@msde.state.md.us kmarty@msde.state.md.us  Fran Sorin, Coordinator of Professional Learning fsorin@msde.state.md.us