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Universal Design

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Kara Geiger

on 22 September 2013

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Transcript of Universal Design

Universal Design
for learning
Supporting the
Recognition Network
1.) Provide
multiple examples
digital materials make it easier to manipulate patterns!
Looks better
History of
UDL
UDL started in architecture. Instead of spending a lot of money making costly renovations AFTER construction, architects began thinking about providing options from the beginning
Less money
Beginning in architecture, educators are just at the tip of the concept of Universal Design for Learning (UDL). It is built opon these three facets (Laureate Education, Inc., (2010):
Happiness for all!
It builds maximum flexibility into curriculum
Provides maximum opportunity for ALL students to learn
Instead of trying to change the child, change the curriculum!
Built in handicap accessibility from the beginning of
construction!

What is the Recognition Network?

responsible for recognizing and processing patterns (Laureate Education, Inc., 2010)
2.) Highlight critical features
use bold font, labels, and
color highlighting
3.) Provide
multiple media
and formats
support
visual
,
auditory
, and
tactile
learners
4.) Provide &
activate background knowledge
What is the strategic Network?

The strategic network processes actions and plans (think motor-movements)
(Laureate Education, Inc., 2010)
2.) Provide opportunities to
practice
with supports
practice in context, rather than in isolation
be flexible in how students show what they have learned
3.) Provide
multiple media
and
formats of feedback
Be as
specific
as possible with feedback so students know how to improve
Supporting the
Affective
Network
What is it?

controls emotions
evalutates patterns (what is important?
(Laureate Education, Inc., 2010)
*Hook students so they are motivated and excited to learn!*
1.) Offer
choice
of content and tools (especially multimedia)
2.) Provide appropriate level of
challenge
3.) Offer
choice
of
rewards
and
learning
context

Supporting the
Strategic Network
1.) Provide flexible models of instruction (whole-group, small group, partners, one on one)
1
Principle
Representation
(Linked to Recognition Network)
Display information in various ways, both
visual
&
auditory

Highlight and provide choices of symbols, vocabulary
Use
multi-media
presentations
Support
decoding of texts
Support d
ecoding mathematical notations

Help to build comprehension
Activate and/or
build background knowledge
Explicitly
examine patterns
Look for
big ideas
and relationships
Concept mapping & graphic organizers
Explicitly make connections to everyday life (transfer &
generalization
)
Principle
2
Action and Expression
(linked to the Strategic learning network)
Allow for
movement
use various forms for student response
Use
assistive technology
to remove barriers
Provide various options for
communication
Multi-media presentations
Various tools for construction
Provide
scaffolding
until students become
fluent
Support executive functioning
Support
self-monitoring
and goal-setting
Principle
3
Engagement
(linked to the Affective learning network)
Provide students choices to evoke
interest
differentiate
by process & product
make learning
relevant
to daily life
minimize distractions

Help to sustain
effort
help students set and monitor
goals
CHALLENGE all
students
Foster a warm,
hard-working classroom community

Teach students to
self-regulate
live a lifestyle that
ALL
students can learn
teach students how to cope through difficulties
develop
self-assessment
REFLECT
with your students
Technology and Universal Design
How does UDL look at our school?
References
Tools you can use from CAST
Things we already have & do:
e-books from LEAD 21 (with optional online coach)
I-Station (individualizes learning path with pre-test)
online math manipulatives, games, and workbook pages (differentiated to level)
concept-mapping & using graphic organizers
use of netbooks during center rotations

By continuing these things and adding more great resources to our bank, all students will be successful in a manner that works best for them!
increased visual support (Interactive White Boards)
videos to help students review learning
screencasts of directions
simulate experiments that would not be possible otherwise
use concept-mapping and graphic organizers to make relevant connections
easily change and manipulate text
highlighting
color-coding
links to glossary/videos
provides various tools for production
assistive technology helps students with disabilities participate fully
text-to-speech software
speech-to-text software (Dragon Dictation)
motivates students
provides real-world experiences and real-world connections
UDL Goal Setter Tool
:
-helps in creating clear learning goals aligned to Universal Design
-http://www.cast.org/teachingeverystudent/tools/udlgoalsettertool.cfm?t_id=156&step=1

UDL Book BUilder:
-search books that are adapted to build access for ALL learners, and even build your own!
-http://bookbuilder.cast.org/
UDL Self-Check:
-See how well you are currently doing with implementing UDL, and set goals to improve your practice
-http://udlselfcheck.cast.org/
Why Universal Design?
builds in support, scaffolds, and challenges (National Center for Universal Design in Learning, 2011)
Instead of adapting the curriculum for a few, provide choices from the start. ALL learners can benefit from adaptations and modifications. (National Center for UDL, 2011)
"UDL focuses educators on developing flexible curricula that provide students with multiple ways of accessing content, multiple means for expressing what they learn, and multiple pathways for engaging their interest and motivation" (Howard, 2004)
Coyne, Pisha, Dalton, Zeph, and Smith (2010) completed a study that looked at the effects of Universal Design on students with significant intellectual disabilities. Called "Literacy by Design", they found that the use of e-books helped develop reading for understanding and comprehension skills in context.
Let's look at it in practice!
(National Center on UDL, 2011)
(National Center on UDL, 2011)
(National Center on UDL, 2011)
(CAST, Inc., 2011)
(CAST, Inc., 2011)
(CAST, Inc., 2011)
You can find more tools for Universal Design at :
http://udlstudio.cast.org/library;jsessionid=856F83AE2E5FF449E6FF1CB0049C2BE3
CAST, Inc. (2002–2011). Teaching every student: Tools and activities. Retrieved from http://www.cast.org/teachingeverystudent/tools/

CAST, Inc. (2006–2011). UDL book builder. Retrieved from http://bookbuilder.cast.org/

CAST, Inc. (2007–2011). Curriculum self-check: Explore resources. Retrieved from http://udlselfcheck.cast.org/resources.php#curriculum

Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. Learning & Leading with Technology, 31(5), 26–29.

Coyne, P., Pisha, B., Dalton, B., Zeph, L.A., & Smith, N.C. (2010). Literacy by design: A universal design for learning approach for students with significant intellectual disabilities. Remedial and Special Education, 33(3) 62-72.

Laureate Education, Inc. (Producer). (2010a). Brain research and Universal Design for Learning [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal
/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3468406_1%26url%3D#

Laureate Education, Inc. (Producer). (2010b). Universal design for learning [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal
/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3468406_1%26url%3D#

National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

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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