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National UDL Task Force
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UDL Task Force More than 30 national education and civil rights organizations Complete list: www.udl4allstudents.orgwww.udl4allstudents.org
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The Challenge All students have different learning needs, abilities, and preferences
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The Need Provide learning opportunities in the general education curriculum that are: INCLUSIVE and EFFECTIVE FOR ALL
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Universal Design for learning “A scientifically valid framework for guiding educational practice” (Source: Higher Education Opportunity Act of 2008)
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“provides flexibility in the ways information is presented Students respond or demonstrate knowledge and skills Students are engaged” Universal design for learning… (Source: Higher Education Opportunity Act of 2008)
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Universal design for learning… reduces barriers in instruction provides appropriate accommodations [and] supports … maintains high achievement expectations (Source: Higher Education Opportunity Act of 2008)
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Civil Rights Legacy – Universal Design Universal Design: Access for everyone! Old design: Some are denied
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Universal Design “Consider the needs of the broadest possible range of users from the beginning” -- Ron Mace
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Universal design principles Not an afterthought: Full access is designed from the outset More cost-effective than retrofitting More elegant and easy-to-use
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Universal design (UD) examples Ramps and curb cuts Digital books with text-to-speech TV and video captioning Easy-grip tools Electric doors
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Universal design for learning Combines new insights from brain research about the nature of learner differences … … with a century of best practices in progressive education.
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Defining UDL Principles laid down by CAST in the 1990s Federal support for UDL research, dissemination since 1999 Defined by federal statute in 2008 Higher Education Opportunity Act
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Universal design for learning Eliminating or reducing barriers to academic success for all students Valuing diversity in the classroom through proactive design of inclusive curriculum
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Why UDL? Schools are working to improve academic performance; Today’s classrooms include many diverse learners; THUS, schools need to find ways to better meet the needs of all students!
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UDL offers all students… More ways to access … More ways to participate … More ways to demonstrate learning…
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UDL principles in action
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What are the UDL Principles? In each area of the curriculum provide varied and flexible options for: – Representing information – Action and expression – Engagement
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Multiple Representations of Information Examples – Offer text-to-speech, video, audio, and other multimedia; integrate assistive technologies into learning environment – Provide vocabulary support and background knowledge – Highlight critical features & main ideas
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Multiple Means of Action and Expression Examples – Let students show what they know with voice recording, graphic displays, performance, etc. – Provide models of expert performance – Offer executive-function supports such as graphic organizers, outlines, etc.
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Multiple Means of Engagement Examples – Vary levels of challenge and support to prevent frustration or boredom – Tie work to real-world examples – Where possible, give choices – Teach self-assessment and reflection
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UDL applies to the whole curriculum
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Goals Traditional Learning goals may get skewed by the inflexible ways and means of achieving them. UDL Learning goals are attained in many individualized ways, by many customized means.
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Materials Traditional Mostly print and everyone gets the same materials. Few options UDL Variety of materials, media, and formats to reach learners with diverse abilities, styles, and needs equally well.
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Methods Traditional Teacher-centered (lecture) Homogeneous grouping Burden on student to adapt to “get it” UDL Interactivity Heterogeneous grouping Rich supports for understanding, independent learning
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Assessment Traditional Confuse goals with means Summative – when it’s too late to adjust instruction! UDL Many possible means as long as they measure learning! Supports instructional improvement
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UDL Guidelines
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In-depth guide for practical application Resource for curriculum developers Checklists for teachers Go to www.udlcenter.org
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Engaged in their own education Learning at greater breadth and depth Achieving at higher levels Motivated to continue learning With UDL, more students are…
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More educators are… Teaching effectively in classrooms with diverse student needs Spending more time on instruction and facilitating learning Helping ALL learners succeed
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Local and state supports for UDL Local – Evolution of general educator and special educator roles State – State standards and benchmarks – Curriculum adoption policies – Professional development initiatives
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Statutes and regulations – No Child Left Behind Act (NCLB) – Individuals with Disabilities Education Act (IDEA) – National Instructional Materials Accessibility Standard (NIMAS) – Higher Education Opportunity Act (HEOA) Federal supports for UDL
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Defines UDL Technical assistance for UDL practice Infuses K-12 teacher prep with UDL Report cards by States and IHEs on UDL implementation Higher Education Opportunity Act
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US Department of Education – Office of Special Education Programs – Institute for Education Sciences – Office of Postsecondary Education National Science Foundation Federal investment in UDL
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UDL informs product development
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Apply UDL to your instruction Demand universally-designed products Share your UDL resources and lesson plans with others Advocate curriculum adoption policies that require UDL principles What can you do now?
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For More Information National UDL Task Force www.udl4allstudents.org www.udl4allstudents.org CAST www.cast.org www.cast.org National UDL Center www.udlcenter.org www.udlcenter.org
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