UNIVERSAL DESIGN FOR LEARNING UDL AND THE ROLE

UNIVERSAL DESIGN FOR LEARNING (UDL) AND THE ROLE OF SPEECHLANGUAGE PATHOLOGISTS (SLP) BY: LACEY MANCL, MEGAN MEYER, LAUREN REEVES, KERRI RITSCHE 7/29/13 CSD 749

GOALS OF TODAY’S INSERVICE • Why UDL is an important framework for education intervention • Why UDL beneficial for all learners • Principles and components of UDL • SLPs role in UDL • Applying UDL in the classroom and individual/group services

WHY IS THERE A NEED FOR UDL? • Video • Many general curriculums are designed and implemented to teach toward one learning style Whole class discussion: • What is wrong with this approach?

WHAT IS UDL • Video • Educational Framework • Offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning • Offers alternatives to the one size fits all teaching method • Reduces barriers to instruction • UDL is a process to ensure that the means for learning is accessible to all students • Improves outcomes for all learners

THREE BROAD DIVISIONS OF THE LEARNING BRAIN 1. Posterior Region: Perceptual Learning 2. Frontal Region: Strategic and Motor Learning 3. Medial Region: Affective or Emotional Capabilities

PRINCIPLE 1 - PROVIDE MULTIPLE MEANS OF REPRESENTATION • Offer curriculum options that present info and content in varied ways • Ensure that all students have the opportunity to learn the content presented • Examples – – Information paired with images Videos Text to speech Digital materials

PRINCIPLE 2 - PROVIDE MULTIPLE MEANS OF ACTION & EXPRESSION Students can… • Effectively apply and share their learning • provide a variety of options for students to share what they are learning • Provides flexibility in the way in which students respond or demonstrate knowledge and skills Examples: Writing Orally presenting Multimedia presentations

PRINCIPLE 3 - PROVIDE MULTIPLE MEANS OF ENGAGEMENT • Instruction that encourages active participation and exploration • Ensures that all students can engage in the content and maintain their motivation to learn • Examples: – – – Present Goals to the students Choices and Rewards Degree of difficulty Peer interactions/teaching Providing encouraging feedback

SMALL GROUP DISCUSSION Discuss with your group members past learning experiences that you have had that did not connect with your learning style (s)? (e. g. lecture-based college courses) Describe learning experiences that did connect with your learning style (s).

FOUR COMPONENTS OF UDL Learning expectations representing the knowledge, concepts, and skills students need to master. Evidence-based instructional strategies used by educators to support learning. Based on the learning style of the student. The media used to present content and demonstrate learning Concerned with accurately measuring learner knowledge, skills, and engagement. Also monitor progress.

CLASS DISCUSSION • As an SLP, how do you feel you could implement UDL in your practice?

SLP’S ROLE • Opportunities for classroom based therapy • Collaboration with classroom teachers • Help develop systems to help provide better access to the curriculum for all students • Opportunity to directly relate goals to state standards • Provide ways to use multi-modality tools for learning

HOW CAN SLPS APPLY UDL IN THE CLASSROOM? • • • Define appropriate goals Assess diverse learner needs Evaluate curriculum barriers Determine supports essential for learning Collaborate with the classroom teacher

APPLICATION IN SMALL GROUPS: CASE 1 • As a fourth-grader, Bridget has strong math skills but struggles with reading. She reads at a beginning second-grade level and is still trying to master writing simple sentences with correct syntax. Her communication skills score significantly below age level, especially in expressive vocabulary, syntactical expression, and comprehension of figurative and abstract language concepts. She's an avid soccer player, loves music of all kinds, and plays flute in the school band. Katherine's focus is developing Bridget's vocabulary and language comprehension skills and her use of age-appropriate syntax. • Generate ideas using each of the 3 principles

APPLICATION IN SMALL GROUPS: CASE 2 • After Adam contracted meningitis at the age of 4 years, he was left with a severe bilateral hearing loss. Because of the rich background and early learning support provided by his parents, he was already reading at a third-grade level when he entered kindergarten. He is very interested in dinosaurs and art, and he wants to be an astronaut. Katherine's focus is on ensuring that his articulation skills do not deteriorate, teaching him to use his residual hearing as much as possible, and developing communication strategies that allow him to participate fully in the general education classroom. • Generate ideas using each of the 3 principles

Helps educators meet the needs of all students Benefits of UDL More students are engaged and motivated in their own education Reduces barriers to learning Improves education for at-risk kids Helps connect intervention services to the classroom curriculum More students are learning in greater breadth and depth

REFERENCES • http: //www. udlcenter. org • Center for Applied Special Technology. Diversity of learners. Retrieved from http: //lessonbuilder. cast. org/window. php? src=videos. • Ralabate, P. K. (2011, August 30). Universal design for learning: Meeting the needs of all students. The ASHA Leader. • Straskowski, M. , Hardin, S. , Klein, M. , & Wozniak, C. (2012). Universal design for learning: Speech-language pathologists and their teams making the common core curriculum accessible. Seminars in Speech and Language, Vol. 33(2), 111 -129.