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UDL: Universal Design for Learning

A Vote for Universal Design in Education

Trina Kolarik

on 28 March 2011

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Transcript of UDL: Universal Design for Learning

Cemter image --http://media.merchantcircle.com/7616760/Celebrate_Differences_logo_w-tag_full.jpeg In the beginning . . . We are
each unique. We all
talents Sometimes we need
help. Before long, educators
adopted the framework
for students with
disabilities . . . Before long, education
adopted the framework
for students with
disabilities . . . . . . and now promote its benefits for all.
(Hitchcock, Meyer, Rose, &
Jackson, 2002). The Center for Applied Special Technology
(© CAST) dubbed this . . . (Hitchcock, Meyer, Rose, & Jackson, 2002) and
struggles. Architect, Ron Mace,
understood this
and proposed . . . UNIVERSAL DESiGN which is based on the premise
that it's easier and better to
construct buildings that are accessible to
as many
people as
possible . . .

THE START rather than later adapting
them for improved
accessibility and use
(Standford &
Reeves, 2009). Universal Design
is a set of principles. It is a framework -- a blueprint. "Using UDL principles in the general education classroom makes curriculum and instruction accessible and engaging for all learners" (National Universal Design for Learning Task Force, 2008-2010, para.2). It is NOT just for special education students or those who are disabled (National Universal Design for Learning Task Force, 2008-2010). UDL
is for ALL learners Founders of the Center for Applied Special Technology (© CAST), Anne Meyer and David Rose, contended that UDL "emphasizes the need for a curriculum that can adapt to student needs rather than requiring learners to adapt to an inflexible curriculum"(as cited in Meo, 2008, p. 4). It is based on FLEXIBLE and Let's take a closer look at each of these three principles: http://www.sandhillcity.com/Deaf%20Alphabet.jpg http://s4.hubimg.com/u/176907_f120.jpg http://pics.adoos.com.au/4a2697dd976f1fd54251d5b8ec48b078-1-3-affordable-scaffolding-scaffold-planks-formwork.jpg http://cache.gawker.com/assets/images/lifehacker/2009/03/hivefivemindmap1.jpg http://tkamforall.pbworks.com/f/tic%20tac%20toe.jpg http://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdf http://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdf http://images.learningresources.com/images/products/en_us/detail/prod6356_dt.jpg http://www.udlcenter.org/sites/udlcenter.org/files/Guidelines_JAN2011.pdf http://vimeo.com/6104437 http://www.bloglines.com/ http://upload.wikimedia.org/wikipedia/commons/thumb/4/43/Feed-icon.svg/128px-Feed-icon.svg.png http://pacecar.missingmethod.com/images/screenshot.jpg?1257957582 http://www.visuallyimpairedandtheblind.com/betsy%20brailling%204%20small.jpg What does the research say? What does this mean for us? Resources Every learner is unique, having different abilities and learning in different ways (Meo, 2008; Rose & Meyer, 2002). The brain has three networks: "Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints" (Rose & Meyer, 2002, para. 3). http://blogs.pcmag.com/securitywatch/FINGERPRINT.jpg How does UDL support
students' recognition networks? http://www.cast.org/udl/index.html Remember this? That's how! How does UDL support
students' strategic networks? Think back . . . Yup! http://www.cast.org/udl/index.html http://r4udl.wikispaces.com/file/view/UDL_guidelines_2009.png/194328726/UDL_guidelines_2009.png http://r4udl.wikispaces.com/file/view/UDL_guidelines_2009.png/194328726/UDL_guidelines_2009.png How does UDL support
students' affective networks? http://www.cast.org/udl/index.html http://r4udl.wikispaces.com/file/view/UDL_guidelines_2009.png/194328726/UDL_guidelines_2009.png UDL is education's response to what we currently know about the brain and how we learn. http://www.cast.org/udl/p1_brain.png RSS . . . because everyone needs a boost now and then. You know this one. :) No matter students' backgrounds or levels of ability, UDL makes learning accessible to all (Hoffman, Hartley, Boone, & Raskind, 2005). We have the power to reach students who, before, seemed unreachable. Don't forget the power of technology. UDL and technology together can help us "devise approaches to teaching, learning, and assessment that are flexible and meaningful . . ." . . . and give us a "set of tools . . . to scaffold and empower diverse learners" (Kingsley, 2007, p. 54). According to the Center for Applied Research in Educational Technology (CARET) (http://caret.iste.org/), "Technology influences student achievement and academic performance in relation to three primary curricular goals" (Cradler, McNabb, Freeman, & Burchett, 2002. p. 47): 1) Achievement in content area learning

2) Higher-order thinking and problem-solving skill development

3) Workforce preparation Isn't all

this a



order? YES! (Meo, 2008) We have
work to do. Don't worry.

We have help! has a smorgasbord of helpful tools for us at http://www.cast.org We love our students, and we CAN do this! Get started now with these CAST tools and many more at http://www.cast.org/
index.html References

Cradler J., McNabb M., Freeman M., & Burchett R. (2002). How does technology influence student learning? Learning & Leading with Technology. 29(8), 46-56. Retrieved from https://k20portal.ou.edu/k12/leaders/Document%20Library/1/Article.StudentLearning.pdf

Gordon, D. & Gordon, S. (1998). Descent to the lowerworld. On Sacred earth drums [CD] Topanga, CA: Sequoia Records. (1994)

Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum. Teaching Exceptional Children, 35(2), 8. Retrieved from EBSCOhost.

Hoffman, B., Hartley, K., Boone, R., & Raskind, M. (2005). Reaching accessibility: Guidelines for creating and refining digital learning materials. Intervention in School & Clinic, 40(3), 171-176. Retrieved from EBSCOhost.

Jupiterimages,Corporation [All clipart and photographs, unless otherwise noted] (2011). Peoria, IL. Retrieved fromhttp://schools.clipart.com/

Kingsley, K. V. (2007). Empower diverse learners with educational technology and digital media. Intervention in School & Clinic, 43(1), 52-56. doi: 10.1177/ 10534512070430010701 Retrieved from EBSCOhost.

Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning (UDL) to a high school reading comprehension program. Preventing School Failure, 52(2), 21-30. doi:10.3200/PSFL.52.2.21-3

National Universal Design for Learning Task Force (2008-2010). The facts for educators. Retrieved from the Advocacy Institute website: http://www.advocacyinstitute.org/UDL/Educatorfaqs.shtml

Rose, D., & Meyer, A. (2002). What brain research tells us about learner differences. In Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Reprinted by permission of the Association for Supervision and Curriculum Development via the Copyright Clearance Center. Located at http://www.cast.org/teachingeverystudent/ideas/tes/chapter2.cfm

Stanford, B., & Reeves, S. (2009). Making it happen: Using differentiated instruction, retrofit framework, and universal design for learning. Teaching Exceptional Children Plus, 5(6), 1-9. Retrieved from EBSCOhost.
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