Universal Design for Learning:

A framework for access and equity

presented by

Jenna Gravel, CASTDr. Patti Ralabate, NEA

Dr. Lisa Thomas, AFT

Session agenda

Defining and understanding Universal design Universal design for learning (UDL)

UDL as a vehicle for equity & access Principles & examples

Resources

Q/A

What does access to learning mean?

Early implementation

Retrofitting

• Solves only one problem

• Can be costly

• Many are UGLY!

Universal design (UD) principles

• Not one size fits all

• Design from beginning; not add on later

• Increase access opportunities for everyone

UD examples

• Ramps

• Curb cuts

• Electric doors

• Captions on television

• Easy-grip tools

UD solutions

Who benefits?

Who benefits?

Universal design for learning (UDL)

More ways to access… More ways to participate… More ways to demonstrate learning…

Resulting in more equitable access to…

the general education curriculum for ALL learners

Why UDL?

Current instructional practices are not appropriate for all learners

Existence of academic achievement gaps

Benefits of accessibility vs. retrofitting

Goals of UDL

Improving access, participation & achievement

Eliminating or reducing physical & academic barriers

Valuing diversity through proactive design

Access & Equity is Built-in

Designed from the outset to meet the needs of all students

Principles of UDL

Multiple

means of representation

means of action and expression

means of engagement

- CAST -

UDL principles in action

Multiple Means of RepresentationExamples

Read aloud

Highlight phrases

Listen to audiotape

Text-to-speech

Built-in talking glossary

Built-in language translation

CAST’s UDL Editions

Alternatives for visual info: Text-to-speech

Decoding/cross-linguistic understanding: Text-to-speech, translation

Define vocab and symbols: Multimedia glossary, figurative language

Activate background knowledge: Links to background knowledge

CAST’s UDL Editions

TTS and Translation TextHelp Toolbar

Multimedia Glossary Vocab support

Figurative LanguageLiterary devices

Background KnowledgeActivate

and supply

Multiple Means of Action and Expression Written response

Verbal response

Visual art project

Dramatic response

iMovie (Macintosh)

Multimedia: Power Point, Hyperstudio

What does it look like?

Multiple Means of Action and Expression

What does it look like? Options that allow

for different physical responses

• pointing• mouse/joystick• manipulatives• range of rate, timing• range of motor actions

What does it look like?

Options that offer tools for composition and problem-solving

•Spellcheckers, grammar checks, word prediction software•Speech to text, audio recording•Sentence starters, sentence strips•Story webs, outlining tools, concept maps•Computer-Aided-Design (CAD)

What does it look like?

Options that offer tools for planning and strategy development

•Embedded prompts•Checklists and project planning templates• Schedules of steps•Embedded coaches or mentors•Guides for breaking long-term goals into reachable short-term objectives

Multiple Means of Engagement

Keep ongoing personal journal

Use archived resources

Flexibility in use of tools to access information

Choice in means of expression

Flexible grouping strategies

Managing Student Behavior – Multiple Means of Engagement

Activity – creating classroom or school-wide

rules Be kind Be safe Be cooperative Be respectful

Options that enhance value: personal journal

Options that enhance salience of goals: use archived resources

Options that foster communication: school-wide PBIS Program

Options that guide expectations: self-regulatory goals

Options that develop reflection: collecting and displaying data

Options That Enhance Value

Personal journal Record how negative behavior is

addressed in various cultures Model what “Be respectful” looks like

across multiple settings Connect relevancy to school and cultural

norms

Options That Enhance Salience of Goals

Use archived resources

Review previous class or school data

Identify class or school goals for appropriate behavior

Set target goals – individual, class, and/or school

Options That Foster Communication

Schoolwide Behavior Support Programs Peer tutoring and monitoring Differentiated goals and supports Prompts that guide students

Options That Guide Expectations

Self-regulatory goals Create prompts that focus on goals Provide opportunities for reflection Model desired behavior Create plan for maintaining goals

Options That Develop ReflectionCollecting and displaying data Assist students in collecting data Determine ways in which data will be

displayed Compare to archived data Show explicit connection – individual,

classroom, school, community

Managing Student Behavior

“Creating classroom norms, expectation, and

rules are a golden opportunity to establish and

sustain student engagement, use it.”Dr. Mary Magee Quinn, Researcher

ResourcesCenter for Applied Special Technology

www.cast.org

National Task Force on UDLwww.udl4all.org

IDEA Partnership Community of Practice - UDL www.sharedwork.org

NEA Research Spotlight on UDL http://www.nea.org/tools/29111.htm

Online Resources

National Center on UDL

Center for Implementing Technology in Education

www.cited.org

National Symposium on UDL and

Inclusive Practices

http://ondemand.neaacademy.org

http://www.udlcenter.org/Teaching Every Student in

the Digital Age

http://www.cast.org/teachingeverystudent/

Print ResourcesUniversal Design for Learning (UDL): Making learning accessible and engaging for all

students. (NEA, 2008)

A Practical Reader in Universal Design for LearningEdited by David H. Rose and Anne Meyer (Harvard Education Press, 2006)

NEW!! A Policy Reader in Universal Design for LearningEdited by David T. Gordon, Jenna W. Gravel, and Laura A. Schifter (Harvard Education Press, 2009)

The Universally Designed Classroom: Accessible Curriculum and Digital TechnologiesEdited by David H. Rose, Anne Meyer, and Chuck Hitchcock (Harvard Education Press, 2005)

Teaching Every Student in the Digital Age: Universal Design for LearningDavid H. Rose and Anne Meyer (ASCD, 2002)

Comments …

Questions ???

Ahas !!!

Takeaways???