1. UDL: Sharing Ideas, Building Resources Julie Luton Walden University Sherry Lamberston EDUC 6714: Reaching and Engaging All Learner Through Technology November 28, 2010

2. Julie Luton’s – Universal Design for Learning The inspiration of “Universal Design for Learning is a framework for designing curricula that enable all individuals to gain knowledge, skills and enthusiasm for Learning” (CAST, 2009). In this 21st century generation of rapidly growing technology teachers need to prepare all of our students to become self-directed learner’s to enhance their abilities to use technology. Universal design for learning guidelines directs teachers how to enhance learning for students who are English language learners, special education, and all students with different learning disabilities. In our changing classroom environment of Today the traditional classroom is rapidly changing. Technological innovations have changed the ways educators teach their student’s.

3. The first Principle of UDL is providing Multiple Means of Representation. This simply means that teachers must design their curriculum in various ways to provide students with different learning disabilities the ability to follow the curriculum how they can best understand the lesson. For example student’s who are English language learners can be given the lesson in their native language. The second Principle of UDL is providing Multiple Means of Action. Under this principle teachers should readily make available alternative tools to assist students with all level of learners who have barriers they prevent them from learning in a traditional environment. For example, students can complete a hands-on assignment rather than writing an essay. The third principle of UDL is Provide Multiple Means of Engagement. The classroom should be engaging for all level of learners. The teacher should offer a variety of strategies for engaging students in the lesson. For example, Teacher may want to find alternative means for introducing a new lesson, using power point, or an interactive smart board where students can participate orally. Also, scaffolding and graphic organizers can engage students in new lessons. Principles in the Universal design for learning

4. The Role of Technology in Universal Design for Learning In Universal designing for learning the role of technology is to enhance, assist and engage students in activities in a non-traditional style classroom environment to increase learning. Students now have available assistive/adaptive technologies. “Assistive devices include any device that individuals with disabilities might use to help them learn and function more effectively” (Bray, Brown & Green, 2004). For example hearing aids, keyboard enhancements, word prediction packages. Students can now use supportive technology that focus on learning. “Supportive technologies can provide extra help in three ways: remediation, compensation (alternative cognitive tools), or extension (opportunities for greater exploration” (Bray, Brown & Green, 2004 Teachers now use Smart boards in place of the traditional chalk boards that will enhance the lesson; document camera’s to display information, and computers with online courses

5. The Potential Impact on Students of Universal Design for Learning The potential impact of learning in our building can be successful for all students if all teachers form a horizontal alignment using UDL Using the Universal design for learning guidelines to teach our students a curriculum that involves multiple strategies can help us to meet the needs of all learners.

6. Networks of the Brain There are three networks of the brain. The Recognition network are specialized to sense and assign meaning and is the part of the brain where we process patterns. The Strategic network is a part of the brain that “enable us to plan, execute and monitor action skills” (Rose,& Meyer, 2002). The Affective network is the part of the brain that deals with emotion. This part of the brain helps us to engage with learning.

7. Differences for Instruction Using Universal design for learning can contribute to the diverse classroom. “To be successful with diverse learners, you need to be able to identify their characteristics and attribute” (Bray, Brown & Green, 2004). “The more you understand these learners, the greater chance that their needs will be met and that s supportive atmosphere fostering improvement, achievement, and satisfaction for everyone will be created” (Bray, Brown & Green, 2004).

8. Brain research “The research basis for that framework came primarily from modern research in the learning sciences: cognitive science, cognitive neuroscience, neuropsychology, neuroscience” (CAST, 2009). “Understanding the specialized functions of the recognition, strategic, and affective networks can help us appreciate the unique strengths and weaknesses of individual students (Rose & Meyer, 2002).

9. Cast Online Tools AIM Explorer allows uses to explore their preferences for customizable features. Camera Mouse is a free program that enables you to control the mouse pointer on your computer screen just by moving your head. Industrial Revolution Tic-Tac-Toe is a great example of providing students with individuals choice. Encouraging students to choose from different projects increases student creativity and engagement.

10. References Center for Applied Special Technology. (2009). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines. http://www.udlcenter.org/aboutudl/udlguidelines Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/t es/ http://www.cast.org/teachingeverystudent/ideas/t es/