education 6714 gayla fisher. “ the central practical premise of udl is that a curriculum should...
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UNIVERSAL DESIGN FOR
LEARNING(UDL)
Education 6714
Gayla Fisher
WHAT IS UDL? “The central practical premise of
UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The "universal" in universal design does not imply one optimal solution for everyone. Rather, it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress.” (Center for Applied Science and Technology website)
THREE PRINCIPLES OF UDL Present information, concepts, and ideas Plan and execute learning tasks Get engaged and stay engaged in the
learning
WHY IS UDL NECESSARY?
Provides flexibility in the ways information is presented, in the ways students respond and in the ways students are engaged
Students have varied skills, abilities, needs, interests, backgrounds, and learning styles
HOW CAN UDL ASSIST STUDENT’S? Curriculum is made flexible and
customizable so that individuals can learn in ways that work best for them
High standards are achieved through different means in the UDL curriculum
Reduces barriers in instruction Provides appropriate accommodations,
supports , and challenges, and maintains high standards for all students, including students with disabilities
PRINCIPLES OF UDL FRAMEWORK
Principle one:Multiple methods of presentation
How we teach
Enable learners to identify and understand ideas and concepts.
EXAMPLE OF PRINCIPLE ONE To reduce barriers to learning, it is
important to provide instruction through different sensory modalities (vision, hearing or touch)
Vision– enlarged text Hearing- sounds amplified
PRINCIPLE TWOMultiple means of action and expression
How students respond to what we teach Enable learners to plan, execute, and
monitor actions
EXAMPLE OF PRINCIPLE TWOAssistive technology can be used to assist
students who are physically disabled or have other types of barriers.
Provide option for physical actionAssistive technology device examples:
Voice activated switches, expanded keyboards
EXAMPLES FOR EXPRESSIVE
Different modalities for expression should be provided for all students.
Drawing Video Storyboards Kidspiration/Insirpation Speech recognition software
PRINCIPLE THREE Multiple means of engagement How well students interests are
integrated in the presentation Enable learners to engage with tasks
and learning with the world around us
EXAMPLES OF PRINCIPLE THREEProvide students with choices through: Alternative methods to complete
assignments Ensure that every student is working at
a comfortable and appropriate stage of difficulty
Collaboration Ongoing feedback and encouragement Teach today’s students with today’s
tools
UDL AND THE LEARNING BRAIN
Recognition Strategic Affective
RECOGNITION“The what of learning”
Identify and interpret patterns of sound, light, taste, smell and touch
Identify and understand information, ideas, and concepts
STRATEGIC NETWORKS“the how of learning”
Generate and oversee mental and motor patterns
Enables us to plan, execute, and monitor actions and skills
AFFECTIVE NETWORKS
“the why of learning”
Evaluate patterns and give them significance
Enable us to engage in tasks and learning with the world around us
TECHNOLOGY The technology now exists to make
teaching and learning more adaptable to meet the needs of a wide range of students.
Proactive curriculum design is essential in light of limited resources and limited time to create individualized accommodations.
CAST LEARNING TOOLS Wiggle Works is interactive books that
provide technology, literature and teacher support to help students become successful readers and writers.
Research-based and proven model
STRATEGY TUTOR Helps students read, research, and
understand information more efficiently.
Provides teachers an easy way to create web-based lessons with effective learning.
“Applying universal design to learning materials and activities can increase access for learners with wide disparities in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, focus, engage, and remember.”
Rose & Meyer, 2000, 2002
RESOURCESCenter for Applied Special Technology. (2009). UDL
guidelines, version 1.0. Retrieved from http://www.cast.org/publications/UDLguidelines/version1.html
Learning Through Listening.(2009). Retrieved fromhttp://www.learningthroughlistening.org/Universal-Design-for-Learning-UDL/27/
The National Center on Secondary Education and Transition (NCSET). (2007). Vol. 1 December 2002. Retrieved from
http://www.ncset.org/publications/viewdesc.asp?id=707
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
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