A Working Understanding of
Universal Design for Learning (UDL)
and Assistive Technology:
Similarities and Differences
Dr. James D. Basham
University of Cincinnati
Spring 2007
Purpose
 Introduction to Universal Design for Learning (UDL)
 Describe the similarities and differences between UDL
and Assistive Technology (AT).
 By the end of the presentation you should...
– Have basic understanding of UDL
– Understand some of the similarities and differences
between UDL and AT
– Be able to locate resources and tools for gaining
more information and enhancing your learning
environment.
What is Universal Design?
“Universal design is the design of products
and environments to be usable by all
people, to the greatest extent possible,
without the need for adaptation or
specialized design.”
(Mace, R. 1997; Center for Universal Design)
IMPORTANT: UD is a “proactive” approach to design. It
provides for anticipated user differences rather than
having to retrofit later.
Legal Definition
 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 usable (without
requiring assistive technologies) and products
and services that are made usable with
assistive technologies. (U.S.C. § 3002)
One Simple UD Example
Automated Door
Can be used by:
•
•
•
•
People carrying things
People in wheelchairs
People with service animals
Everyone!
Moving UD Toward Learning:
Universal Design for Learning
What we know... Abilities Vary
5TH GRADE READING FLUENCY
(SPRING DATA)
Grade Level
6.00
5.00
4.00
3.00
2.00
1.00
1 3 5 7 9 11 13 15 17 19 21 23 25
D. Smith's Class
1(04%) +1 G.L., 17(68%) 5th, 4(16%) near, 2(08%) -1 G.L., 1(04% ) -2 G.L.
Initial Understandings...
Student abilities are on a continuum and
vary by...
– subject matter
– experience
– instructional pedagogy and strategy
– level and type of engagement
Traditional notions of content, instruction,
and assessment may limit a child’s ability
Relating UD to education…
Developed by the Center for Applied Special Technology
(CAST) (http://www.cast.org)
 Universal Design for Learning (UDL) focuses
on proactively planning and designing…
– To provide access to learning (moves beyond
simply providing physical access)
– For the continuum of abilities
 UDL Focal Points:
– Curriculum
– Instruction
– Assessment
Neuroscience to the Classroom
UDL is built on three research-based principles:
 Provide multiple means of representation to give
learners various ways of acquiring information and
knowledge
 Provide multiple means of expression to provide
learners alternatives for demonstrating what they know
 Provide multiple means of engagement to tap into
learners' interests, challenge them appropriately, and
motivate them to learn
(Basham, Edyburn, Lowrey, & Wissick, 2007)
UDL Curriculum
Flexibility in design (design broadly)
 Provide for multiple points of entry
 Identify and deal with barriers and potential pitfalls
 Focus on the true purpose and essential learnings (or
big ideas)
– Example (Ohio 4th Grade Science Indicator):
 Record local weather information on a calendar or map
and describe changes over a period of time (e.g.,
barometric pressure, temperature, precipitation symbols
and cloud conditions).
 Use local weather data to indicate changes over a
period of time.
UDL Instruction (1)
Focused on the three UDL principles...
In Planning for
– Focus on desired outcomes (not “the test”, but desired
knowledge and skills)
– Identify and provide for barriers and potential pitfalls
– Use Differentiated Instruction’s elements of
differentiation: Content, Process, Product, &
Environment
In Content Introduction
– Contextualize learning (provide anticipatory set) and
when appropriate, draw explicit connections
– Provide support for limited background knowledge
– Highlight the essential “learnings” (big ideas) and
desired outcomes
UDL Instruction (2)
New Content, Student Engagement, and Throughout
– Provide for multiple means (and media) of representation
and presentation (e.g., textbooks, digital documents,
websites, models)
– Provide multiple means for students to demonstrate
knowledge and skill (e.g., oral, visual, written)
– Offer appropriate choices and various levels of
engagement (e.g., tools, content, individual/group)
– Highlight necessary and critical features (e.g. vary tone,
body movement, be explicit)
– Provide ongoing feedback and facilitate understanding
– Encourage self-reflection to support meta-cognition (e.g.,
self-talk, journaling)
– Encourage home & school connection
UDL Assessment
Meaningful, Valid, and Flexible Measures
– Design measures that focus on the essential “learnings”
and the real purpose for doing...
– Prior to instruction, define acceptable/unacceptable
outcomes (UDL inferred; UbD Backward Design)
– Tools utilized throughout the instructional process should
be used in the assessment process (and vice versa)
(e.g., text-readers, Internet)
– Provide multiple means for students to demonstrate
knowledge and skill (e.g., oral, visual, written)
Assessments should be ongoing and embedded in
the learning process.
Note: Generally, the traditional forms of assessment (e.g.,
multiple choice tests) do not meet UDL criteria.
Assistive Technology
Through this three part training series you have
learned...
Assistive Technology (AT) is defined as “Any item, piece
of equipment, or product system, whether acquired
commercially off the shelf, modified, or customized, that
is used increase, maintain, or improve the functional
capabilities of a child with disabilities”
(Technology Related Assistance for Individuals with Disabilities (Tech Act), 1988)
– AT is required to be addressed in a student’s
Individualized Education Program (IEP)
– Providing AT is to be considered in decisions related to
Free Appropriate Public Education (FAPE) in the least
restrictive environment (LRE)
Basic Similarities of UDL & AT
 Both utilize problem-solving process
 Both utilize various forms of modern technology
 Related to individuals with disabilities, both UDL
and AT are focused on
– Providing Access
– Increasing Participation
– Improving Outcomes
Basic Differences of UDL & AT
UDL is focused on:
– Providing access and betterment for individuals of all abilities
and disabilities
– Proactively making environmental-based decisions related to
the learning environment focused on curriculum, instruction,
and assessment.
– Dealing with issues of access and betterment related to the
environment’s design (targets the larger system)
AT is focused on:
– Providing access and betterment for individuals with
disabilities (by definition)
– Reactively providing technology to increase, maintain, or
improve the functional capabilities
– Generally considering issues of access and betterment as an
individual’s issue (targets individual need)
(Rose, Hasselbring, Stahl, & Zabala, 2005)
Working Together...
Realistically, UDL and AT work together to
 Develop and implement a well-designed
learning environment focused on
various abilities and disabilities
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
 Provide individual support where
barriers were overlooked and/or costeffectiveness may limit or prohibit
systems level change
 Support access and betterment for all individuals
Resources
 Various UDL Resources are found at CAST
http://www.cast.org
– Publications (many free)
– UDL Tools and Examples for Lesson
Development, Instruction, and Assessment
 UDL Design Examples:
– http://school.nettrekker.com/ (fee based)
– http://www.windows.ucar.edu/ (Google:
Windows to the Universe)
 Regional Support: Southwestern Ohio SERRC
– http://www.swoserrc.org/
Contact Information
James D. Basham, Ph.D.
Special Education/Instructional Design and Technology
Division of Teacher Education
College of Education, Criminal Justice, and Human Services
University of Cincinnati
45-51 Corry Boulevard
Cincinnati, OH 45221-0022
Phone (513) 556-9135
E-mail: james.basham@uc.edu