1. Universal Design for Learning Valerie Gerdes November 21, 2010 Walden University

2. Why Universal Design? There was a need to provide products and services that are usable by people with a wide variety of characteristics (Morra & Reynolds, 2010)

4. Universal Design Video http://www.youtube.com/watch?v=NIpGfpIDqhI

5. Three Principles of Universal Design for Learning Provide Multiple Means of Representation Provide Multiple Means of Action and Expression Provide Multiple Means of Engagement (CAST, Inc., 2010)

6. What is Universal Design for Learning? Learning that can be done by all Flexible learning environments Learner-centered Technology enhanced lessons Engagement Multiple means of presentation

7. Technology in UDL Provides flexibility Manipulation of curriculum, ideas, etc. by the student Improved engagement Provides anonymity for those struggling (i.e. e-readers)

8. Brain Research Three networks work together: Recognition, Strategic, and Affective Recognition : “identify and understand information, ideas, and concepts” Strategic : “networks are specialized to generate and oversee mental and motor patterns” Affective : “enable us to engage with tasks and learning and with the world around us” http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_2.cfm

9. Instructional Methods that Support UDL Class Climate. Adopt practices that reflect high values with respect to both diversity and inclusiveness. Example: Put a statement on your syllabus inviting students to meet with you to discuss disability-related accommodations and other special learning needs. Physical Access, Usability, and Safety. Assure that activities, materials, and equipment are physically accessible to and usable by all students and that all potential student characteristics are addressed in safety considerations. Examples: Develop safety procedures for all students, including those who are blind, deaf, or wheelchair users; label safety equipment simply, in large print, and in a location viewable from a variety of angles; repeat printed directions orally. http://www.washington.edu/doit/Faculty/Strategies/Universal/

10. Instructional Methods that Support UDL Delivery Methods. Use multiple accessible instructional methods. Example: Use multiple modes to deliver content and motivate and engage students-consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, field work, etc. Information Resources and Technology. Ensure that course materials, notes, and other information resources are flexible and accessible to all students. Example: Choose printed materials and prepare a syllabus early to allow students the option of beginning to read materials and work on assignments before the class begins and to allow adequate time to arrange for alternate formats, such as books on tape. http://www.washington.edu/doit/Faculty/Strategies/Universal/

11. Instructional Methods that Support UDL Interaction. Encourage effective interactions between students and between students and the instructor and assure that communication methods are accessible to all participants. Example: Assign group work for which learners must support each other and that places a high value on different skills and roles. Feedback. Provide specific feedback on a regular basis. Example: Allow students to turn in parts of large projects for feedback before the final project is due. http://www.washington.edu/doit/Faculty/Strategies/Universal/

12. Instructional Methods that Support UDL Assessment. Regularly assess student progress using multiple, accessible methods and tools and adjust instruction accordingly. Example: Assess group/cooperative performance as well as individual achievement. Accommodation. Plan for accommodations for students for whom the instructional design does not meet their needs. Example: Know how to get materials in alternate formats, reschedule classroom locations, and arrange for other accommodations for students with disabilities. http://www.washington.edu/doit/Faculty/Strategies/Universal/

13. Tools to Help Us Curriculum Self-Check from CAST : Tool to allow educators to check their lessons for UDL Uses: All teachers would have access to an instrument that would provide feedback on their lesson’s universal design, thereby helping all teachers to be more effective.

14. UDL Online Modules from CAST : Online tool to teach theory, principle, and application Uses: This tool provides strategies and resources to use within your classroom.

15. Tools to Help Us UDL Lesson Builder from CAST : helps educators create and edit lessons to incorporate universal design. This tool allows educators to examine model lessons of UDL while also creating their own lessons.

16. Why should you use them? Your performance as a teacher will improve Increased engagement means less behavior problems with students Improved learning for students/improved test scores Fits students’ individualized needs

17. References Morra, T., & Reynolds, J. (2010). Universal Design for Learning: Application for Technology-Enhanced Learning. Inquiry, 15 (1), 43-51. Retrieved from ERIC database. http://www.youtube.com/watch?v=NIpGfpIDqhI http://www.washington.edu/doit/Faculty/Strategies/Universal/ http://www.cast.org/

18. Picture References http://knowledge.allianz.com/en/media/galleries/barrier_free_living.html http://accessibility-fail.dreamwidth.org/1101.html