Applying the Principles of Universal Design for Learning Toward Successful Learning for All

Students

SUCCESSFUL LEARNING CONFERENCE 2011

Tracey E. HallTuesday 28 June, 2011

Applying the Principles of Universal Design for Learning Toward Successful Learning for All

Students

SUCCESSFUL LEARNING CONFERENCE 2011

Tracey E. HallTuesday 28 June, 2011

www.cast.org Search presentations

Define Accessibility:

Introduce UDL

thall@cast.orgCAST

Barriers

We find barriers to our goals many places in nature.

Barriers

What is Universal Design?

• Not one size fits all – but alternatives for everyone.

• Not added on later – but designed from the beginning.

• Not access for some – but access for everyone.

• Ramps• Curb Cuts• Electric Doors• Captions on Television• Easy Grip Tools…

What is Universal Design?

• Drawbacks of Retrofitting:

– Each retrofit solves only one local problem

– Retrofitting can be costly

– Many retrofits are UGLY!

What is Universal Design?

Universal Design

Consider ALL users

An approach with Universal Design is simply more practical, elegant, and effective,

Universal Design

• It is always better to build in flexibility from the beginning, rather than try to add it on later.

What is the link between architecture and curriculum?

–“Consider the needs of the broadest possible range of users from the beginning”

-- Architect, Ron Mace

Universal Design = access

"The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies."

(Section 3(17)of Assistive Technology Act of 1998)

Universal Design for Learning

Section 103(24) UNIVERSAL DESIGN FOR LEARNING.-- The term `universal design for learning' means a scientifically valid framework for guiding educational practice that—

``(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and

``(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.''.

U.S. Higher Education Opportunity Act of 2008

What do we mean by Universal?

What do we mean by Design?

Adjustable Challenge and Support

Affect

Skills

KnowledgeMultiple representations of information

Multiple optionsfor expression and action

Multiple meansof engagement

What do we mean by Learning?

What

How

Why

All Really Does Mean All

http://www.udlcenter.org/research/researchevidence/checkpoint3_2

Three Core UDL Principles

• Multiple Means of Representation– provides flexibility in the ways information is presented,

• Multiple Means of Action & Expression– in the ways students respond or demonstrate knowledge

and skills, and

• Multiple Means of Engagement– in the ways students are engaged

The Neurological Foundation

Recognition

Strategic

Affective

The Neurological Foundation

Recognition

The Neurological Foundation

The Neurological Foundation

People

Furniture

Environment

Locale

Era

Adults, Children

Chair, table, piano?

wallpaper, framed pictures

Indoors

Victorian

The Neurological Foundation

Strategic

The Neurological Foundation

The Neurological Foundation

The Neurological Foundation

Affective

The Neurological Foundation

The Neurological Foundation

The UDL Connection

Principles of Universal Design for Learning

• Multiple Means of Representation– Recognition Networks

• Multiple Means of Expression– Strategic Networks

• Multiple Means of Engagement– Affective Networks

http://www.udlcenter.org/aboutudl/udlguidelines

Putting it all Together

Learning in the Brain

• differs according to the task

• differs according to prior learning

• differs according to the individual

Now you hear it, now you don’t

Information captured by the retina takes about 100 milliseconds to reach the brain. To compensate for this lag, the brain predicts what the world will look like in the near future and acts on this prediction rather than the real information at its disposal.

C.C.Nuckols, 2006

Now you see it, now you don’t

• Information captured by the retina takes about 100 milliseconds to reach the brain. To compensate for this lag, the brain predicts what the world will look like in the near future and acts on this prediction rather than the real information at its disposal.

C.C.Nuckols, 2006

Expectation & Experience

– The brain constitutes reality based on what it perceives reflected by the mirror of past experience

– Neurons running from our brains to our senses outnumber those running from our senses to our brains 10:1

– Perception is manipulated by expectationC.C.Nuckols, 2006

2 + 3 = 5

6 + 4 = 10

7 + 2 = 94 + 3 = 7

5 + 8 = 19 + 8 = 5

What’s the Sum?

2 + 9 =4 + 9 =

111

Strategic

9 + 1 = 109 + 2 =9 + 3 =9 + 4 =9 + 5 =9 + 6 =

1112123

What’s the Sum?

12

6

39

Use Technology to “Fix” the Curriculum to Meet the Needs of Diverse Learners

A Conceptual Shift

• Diversity is the norm• Technology is flexible and

accessible (when planned)

• First focus on the curriculum – goals, assessments method, materials; then on individual students

How do we do it?

http://www.cast.org/publications/UDLguidelines/version1.html

UDL Guidelines

Representation

IT WAS the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way- in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.

There were a king with a large jaw and a queen with a plain face, on the throne of England; there were a king with a large jaw and a queen with a fair face, on the throne of France. In both countries it was clearer than crystal to the lords of the State preserves of loaves and fishes, that things in general were settled for ever.

IT WAS the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair,

Tale of Two Cities…It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness,

UDL Guidelines

UDL Guidelines

How do you like this?

How tall is a female if her femur is 46.2 centimeters long? (h = height)

Bone Male Female

Femur h = 69.089 + 2.238F

h = 61.412 + 2.317F

Tibia h = 81.688 + 2.392T

h = 72.572 + 2.533T

Humerus h = 73.570 + 2.970H

h = 64.977 + 3.144H

Radius h = 80.405 + 3.650R

h = 73.502 + 3.876R

Engagement

• Influence choices

• Filter out unimportant

• Focus us toward challenging, enjoyable

UDL Implementation

A UDL framework assumes that students with varying needs will be involved in learning, and that the curriculum needs to address this diversity.

Universal Design for Learning

• Curricula and tools designed to meet the needs of all learners

• Supports for diverse learners built in from the start

• Frequently more effective for all learners, even “typically developing”

UDL Principles and Guidelines