Module 3: Universal Design for Learning (UDL)

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Module 3 Universal Design for Learning (UDL)

• Project ACCEPT
• Lecture Presentation

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What is Universal Design for Learning?

• One-size-fits-all

Acknowledging the need for alternatives to suit
many different peoples needs
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Universal Design for Learning (UDL)

• Concept or philosophy for designing and
  delivering products and services that are usable
  by people with the widest possible range of
  functional capabilities (Technology Act of 1998).

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UDL Principles

• Multiple means of representation
• gives learners various ways of acquiring
  information and knowledge
• Multiple means of expression
• provides learners alternatives for demonstrating
  what they know
• Multiple means of engagement
• taps into learners interests, challenges them
  appropriately, and motivates them to learn
  (www.cast.org)

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Birth of Universal Design

• Two factors contributed
• The need for accessibility into buildings for the
  population as a whole
• Problems caused by retrofitting buildings
• (Rose, 2003)

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Emerged from Architectural Design

• Access to buildings was needed for various
  persons, including individuals with disabilities
• (e.g. Individuals using wheelchairs could not
  enter)
• Architects started creating structures that were
  accessible to the widest spectrum of users at
  little or no extra cost
• Accommodations were subtle, integrated into the
  environment/structure from the planning stages to
  completion

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Universal Design

• The design of products and environments to be
  usable by all people, to the greatest extent
  possible, without the need for adaptations

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Universal Design and Education

• Educators have expanded the Universal Design
  concept into education to limit barriers to
  learning.

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Barriers to Learning

• Students with disabilities have
• difficulty accessing sensory, physical, and
  cognitive information without accommodations
  specific to individual needs.
• Difficulties include
• Accessing electronic media
• Receiving information in auditory format only
• Classroom arrangement not set up for students
  with physical disabilities

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Universal Design for Learning (UDL)

• UD curriculum includes
• Goals that provide an appropriate challenge for
  all students
• Materials in a flexible format and in multiple
  representations of content to support all
  students learning
• Methods that are flexible and diverse to provide
  learning and supports for all students
• Assessments that are flexible and accurate
• to provide ongoing information for the
• teacher

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UDL is not

• Lowering standards
• Dumbing down the curriculum
• Finding the least common denominator

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UDL

• In a diverse, inclusive classroom, learners must
  understand that fair does not mean that
  everybody gets exactly the same thing, but rather
  that everybody gets what they need (Voltz, 2005).

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Four Fundamental Assumption of UDL

• UDL proposes that children with disabilities do
  not constitute a separate category but instead
  fall along a continuum of learner differences.
• 2. UDL leads us to make adjustments for learner
  differences for all students, not just those with
  disabilities.
• 3. UDL promotes the development and use of
  curriculum materials that are varied and diverse,
  including digital and online resources, rather
  than centering on a single textbook.
• 4. UDL transforms the old paradigm of fixing
  students, so that they can manage a set
  curriculum by making it flexible and adjustable
  (http//www.cast.org).

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UDL Improves Learning

• Meets individual learners needs
• Electronic learning materials provide
  accessibility
• Multiple pathways to learning provided
• Maximizes learning opportunities
• Fosters growth and independence
• Provides access within the regular education
  environment

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Tools for Designing UDL

• Planning Pyramid
• UDL Lesson Plan
• Considerations Matrix

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(No Transcript)
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Planning Pyramid Example for a science unit on
cells

• What some students will learn
• Speculation of cells in multi-celled organisms
• Function of cells in human tissue and organs
• Preparation of slides of cells
• Cell transport
• What most students will learn
• Similarities and differences of animal and plant
  cells
• Parts of cells as viewed with a microscope
• 3 main points of cell theory
• How diffusion works
• Mitosis
• What ALL students should learn
• Nine major parts of all cells
• Use of microscope to view cells at different
  organisms
• Photosynthesis

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UD Lesson Plan

• Project ACCEPT lesson plans
• Blank Lesson Plan
• Primary Lesson Plan
• Secondary Lesson Plan

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Considerations Designing Lessons Accessible to
ALL Learners

• Input How will the content be delivered
• Output What types of student responses will be
  expected?
• Characteristics What are the learners needs
  (based on the IEP)?

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What is an Infusion Matrix?

• A tool used to ensure that students goals are
  being met within the context of inclusive
  environments.
• Delineates which of the students IEP goals and
  other priorities can be addressed within relevant
  classes, subjects, school activities, and
  community experiences.
• Provides a method for targeting student
  participation within classes, subjects,
  activities, and settings.
• Assists in determining whether a student might
  need educational experiences in environments
  other than the typical classroom setting.

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Resources

• Friend, M. Bursuck, W.D. (2006). Including
  students with special needs A practical guide
  for classroom teachers (4th ed.). Boston Allyn
  Bacon.
• www.cast.org
• Project ACCEPT