Universal Design for Learning 1 Ricki Sabia Associate

Universal Design for Learning 1 Ricki Sabia Associate Director, NDSS Policy Center Chair, National UDL Task Force rsabia@ndss. org

Universal Design in Architecture l Curb Cuts l Ramps l Captions on TV l Elevators l Easy Grip Tools 2 © CAST, Inc.

Universal Design for Learning (UDL) Universal Design in Architecture – Eliminates barriers in environment – Benefits all people, not just those with disabilities Universal Design for Learning (developed by CAST see www. udlcenter. org) – Eliminates barriers in curriculum – Benefits all learners, not just those with 3 © CAST, Inc. disabilities

What’s better about Universal Design? l l Recognizes the reality of diversity Built right from the start – Less costly than retrofits – More efficient than individual solutions – More aesthetic – Benefits more people 4 © CAST, Inc.

What’s better about Universal Design for Learning? l l Recognizes the reality of diversity Built right from the start – More efficient than individual solutions – Benefits more students and teachers – Supports access to the General Education Curriculum and General Education Classroom. 5 © CAST, Inc.

UDL AND GRADE LEVEL STANDARDS 6 l Universal Design for Learning supports the idea that all students should have the opportunity to become proficient learners of standards-based academic content. l Schools should provide multiple ways to attain high standards, rather than lower them.

“Universal” 7

Based on Neuroscience 8

The Three Networks They must work together Strategic Network Recognition Network 9 © CAST, Inc. Affective Network

The Three Principles 10 1. Multiple Means of Representation to increase recognition – the “what” of learning (Recognition Network) 2. Multiple Means of Expression to expand strategic abilities - the “how” of learning and demonstrating knowledge (Strategic Network) 3. Multiple Means of Engagement to enhance involvement - the “why” of learning (Affective Network)

Guidelines for the Three Principles http: //www. udlcenter. org/aboutudl/udlguidelines 11 © CAST, Inc.

Multiple Means of Presentation Provide textto-speech, video, audio, and other multi-media options 12 Highlight critical features & main ideas Provide vocabulary support and background knowledge Integrate assistive technologies into learning environments

Multiple Means of Expression Offer graphic organizers and outlines offering multiple levels of support 13 Provide vocabulary word banks to prompt writing ideas and provide spelling support Allow students to do voice recording, graphic displays, & performance

Multiple Means of Engagement Vary levels of challenge and support to prevent frustration or boredom 14 Tie work to real-world examples Provide choices whenever possible Teach selfassessment and reflection

UDL in Practice Apply the three principles to the four pillars of curriculum: educational goals, materials, methods, and assessments This ensures all three brain networks are engaged at the same time to optimize learning and accurate assessment! 15

Instructional Goals Traditional: The means for accomplishing the goals are interwoven into the instructional goal. UDL: The means for attaining the goals can be individualized. 16

Instructional Materials http: //www. udlcenter. org/implementation/examples http: //udleditions. cast. org Traditional: The materials are mostly print; everyone gets the same materials UDL: Use a variety of levels of printed text, digital, video, audio materials etc. 17

Digital Examples of Materials 18© CAST, Inc. http: //bookbuilder. cast. org/ also see http: //udleditions. cast. org

Kurzweil http: //www. kurzweiledu. com/default. html 19

Kidspiration http: //www. inspiration. com/Kidspiration 20

Power Point 21

Don Johnston Start to Finish http: //www. donjohnston. com/products/start_to_finish/library/index. ht ml 22

No Fear Shakespeare http: //nfs. sparknotes. com/romeojuliet/page_4. html 23

Other Spark. Notes Tools 24

Teaching Methods 25 Traditional Usually lecture style, homogenous grouping, unsupported note-taking UDL l Avoid limiting presentation style. l Use frequent questions, statements of clarification, and solicit student participation. l Assign students to working groups by mixed abilities for complementary skills. l Provide adapted materials e. g. for note-taking

Assessments Traditional: End-of-chapter test - multiple choice and short essay answers using pen and pencil. 26 UDL: l Ensure test objectives match instructional objectives l consider alternate means of delivery, different question format and if needed modification of assessment content

Federal Level- UDL Task Force www. udl 4 allstudents. com 27 l Spearheaded by NDSS in 2006 l Coalition of 41 national groups representing general education, special education and higher education interests l Promotes UDL in Federal policy and legislation and disseminates information on UDL

Results of Task Force: UDL in Federal Policy/Legislation l l l l l 28 OSEP Toolkit 2007 draft House NCLB bill Higher Education Act of 2008 House/Senate LEARN Act Guidance on Recovery Act National Educational Technology Plan Administration’s Blue print for ESEA OSEP Personnel Preparation Grants Common Core Standards/Model Core Teaching Standards Race to the Top Assessments

What You Can Do: Advocacy for UDL National Level l Educate your Representative and Senators and/or their staff about UDL, including the fact that better access to curriculum and more accurate assessments will help schools improve academic performance. l Respond to alerts supporting specific UDL legislative and regulatory language for federal statutes such as ESEA and IDEA. 29

Advocacy for UDL 30 State level (similar for local level) l Create a coalition of stakeholders to promote UDL l Hold a conference on UDL. l Inform education and legislative officials-get UDL statute or regulations l Encourage the development of a strategic plan for implementing UDL Request that any technology plan use UDL

Maryland UDL Bill 31 l Spearheaded by Maryland Down syndrome Advocacy Coalition and Maryland State Department of Education; supported by 34 state organizations l Created stakeholder task force for recommendations regarding UDL in MD l Lists issues to be considered for comprehensive implementation

Maryland Bill Case Study http: //ndss. org/images/stories/NDSSresources/pdfs/ndss%20 u dl%20 template%20 may%202011%20 final. pdf Provides steps taken by the NDSS Maryland Governmental Affairs Committee (GAC) as it worked on passing a UDL bill. l Gives example of hurdles and process faced in any legislative advocacy l Provides specific information and documents that can be used by other affiliates to move UDL forward in their state 32 http: //www. ndss. org/images/stories/pdf/UDL%20 Bill %20 Template%20 Appendix-lr. pdf

Key Steps in MD Template l l l l 33 l Develop one page summary about UDL Communicate through website, listservs, brochure, webinars etc. Form a statewide stakeholder coalition Enlist help of your State department of Ed Find a legislative champion to help with bill Educate legislators and get co-sponsors Ask for local school board support Testify at Hearings COMPROMISE

MD UDL TASK FORCE REPORT http: //ndss. org/images/stories/NDSSresources/pdfs/ final%20 udltf%20 report. pdf 34 l Used literature review and interviews to affirm the effectiveness and feasibility of implementing UDL l Provides implementation recommendations for the State Board of Education, State Department of Education, school districts, schools and higher education

UDL Principles and the IEP Goals and Materials l l 35 l Selection of curriculum objectives per marking period. Homework and projects aligned to selected objectives. Alternate formats of textbooks, novels and supplemental materials Educational technology, including use of computer for writing and for accessing software. Preview of instructional materials.

UDL Principles and the IEP Teaching Methods and Assessments l l 36 Class discussion questions in yes/no or multiple choice format. Teacher training on technology used by the child. l Teacher-made assessments based on curriculum objectives, which are designed to eliminate barriers caused by the disability. l Digital assessments