1. October 12, 2015 Purchase Line School District Presented by: Jayna Greenfield, MS, CCC-SLP/L

4. Our Learning Targets for the Hour:  Define Universal Design for Learning (UDL)  Differentiate UDL and Assistive Technology (AT)  Identify tips, tools and resources you can use for UDL

5. “Universal Design for Learning” came from “Universal Design”!  Universal Design makes things safer, easier and more convenient for everyone.  Universal Design involves designing products and spaces so that they can be used by the widest range of people possible.

7. o Reading o Writing o Speaking o Listening What does it take to access the general education curriculum?

8. So, What is Universal Design for Learning?  Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. –www.cast.org

9.  Design learning opportunities to meet the needs of ALL learners.  Acknowledge that learner variance is the rule, not the exception.  Building in flexibility, rather than retrofitting to adapt.  Removing barriers by anticipating the needs of all students.  Not “one size fits all!” Universal Design for Learning- Basic Principles:

14. UDL Principles: Multiple means of representation, to give learners options for acquiring information and knowledge Multiple means of action and expression, to provide learners options for demonstrating what they know Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation

16.  Flexible ways of presenting lesson content  Flexible methods of expression, and assessment  Flexible options for student engagement  Options for how they receive content  Options for how they demonstrate their learning  Choices which will engage interest and sustain effort

17. So…What is Assistive Technology (AT)?  As defined by IDEA 2004, AT refers to “any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized that is used to increase, maintain or improve the functional capabilities of a child with a disability.”  Includes a broad range of items, but does not include a medical device that is surgically implanted.

18. What does this mean?  For any student with a disability, AT is any tool or device that the student uses to complete tasks more easily, faster, or in a better way.

19.  AT is student- specific.  Technology is NOT required for UDL and can be “no-tech” tools for AT.  Digital is flexible and offers possibilities that provide access and recruit interest…often good for students in need of AT.  UDL will not eliminate the need for AT. UDL and AT

20.  Technology is used as a complement to classroom materials and tools.  Teachers have access to a broad range of materials in a variety of formats to ensure flexibility for offering a range of choices for students.  Teachers use multiple means of presenting information, different ways of engaging students, and provide options for students to demonstrate competence. Technology that Supports UDL: “Look Fors”:

22. For Today…. How we measure academic achievement: Reading  Writing/Speaking (Language/ Communication  Listening/ Responding  Knowing technology options for: Representation Action/ Expression Engagement

23. Options for Representing Text: ◦ Display options Display options ◦ Text-to-speech Text-to-speech ◦ Multimedia Multimedia Reading & Representation: The WHAT of Learning

24.  Free Read&Write App Google Chrome

25. Writing/ Communication& Action/ Expression: The HOW of Learning  How do non-writers (or minimal writers) express themselves?  How do non-speakers (or minimal speakers) express themselves?

26. Written Expression: “Writing Matters”  Writing is a means of documenting thinking!  Students who struggle with writing struggle with achievement.  The addition of text-to-speech output permits students who struggle with writing to listen, monitor, and correct errors or to revise what they have written  Complexity is significantly higher in samples produced using word prediction than with word processor use alone.

27.  Low Tech Options- include pencil grips, raised line paper, wide rule paper.  Keyboarding/ Typing  Spelling  Organization  Voice Recognition  Digital Recording/ Story telling Writing Tools

28. Options for Written Expression:  Software that uses word prediction, and screen readers for auditory feedback.  Use sound/voice recordings tools (eg. Voice Thread, Show Me app, Explain Everything app, Voice Note app). Voice Thread Show Me Explain EverythingVoice Note  Writing programs options that allow students to complete sentences with a mouse click (e.g. Clicker 6, Classroom Suite)Clicker 6 Classroom Suite  Dragon Dictation app (Voice Recognition) or SpeakQ SoftwareSpeakQ  Ginger- free downloadable spelling & grammar checker Ginger

29. Options for Recruiting interest Sustaining effort and persistence Self-regulation Engagement: The “Why” of Learning © CAST 2009

30.  Having students make their own choices.  Having students know their goals, and give them a visual representation of their progress.  Resources: http://www.udlcenter.org/aboutudl/udlguideli nes/principle3#principle3_g7_c1 http://www.udlcenter.org/aboutudl/udlguideli nes/principle3#principle3_g7_c1  See all other previous resources! (Incorporation of technology will help our students/digital natives to be engaged!) Options for Engagement Include:

31. Example: 6 th Grade Science

32. In Summary, ALL Students Need:  Opportunities to engage around varied topics (curriculum) in meaningful ways  Rich vocabulary to understand and talk about about things that interest them  High expectations  Flexible materials One last KEY resource: http://udltechtoolkit.wikispaces.com/

33. Resources  PaTTAN www.pattan.netwww.pattan.net  CAST www.cast.orgwww.cast.org  AEM www.aem.cast.orgwww.aem.cast.org  National Center on UDL www.udlcenter.orgwww.udlcenter.org  PIAT (PA’s Initiative on Assistive Technology) http://disabilities.temple.edu/programs/assistive/piat  https://sites.google.com/site/at4leaders/ https://sites.google.com/site/at4leaders/  Resources compiled on “The Complex” https://sites.google.com/site/thepacomplex https://sites.google.com/site/thepacomplex  http://udltechtoolkit.wikispaces.com/ http://udltechtoolkit.wikispaces.com/

34. Other Resources Denham, A. (2004). Pathways to Learning for Students with Cognitive Challenges: Reading, Writing and Presenting. Interdisciplinary Human Development Institute, University of Kentucky. [Online] Available: http://www.ihdi.uky.edu/IEI / http://www.ihdi.uky.edu/IEI / Li teracy Instruction for Learners with Autism, Cerebral Palsy, Down Syndrome, and Other Disabilities http://aacliteracy.psu.ed http://aacliteracy.psu.ed

35. Contact Information Jayna Greenfield ARIN IU 28 724-463-5300, ext. 1107 jgreenfield@iu28.org https://arin-at- wiki.wikispaces.com/