Support for Personalized Instruction
Universal Design for Learning
Presented by
Wendy Lochner
RESA 8 School Improvement Specialist
A recorded version of this presentation will be posted to
http://wvde.state.wv.us/osp/sebta2.html
“Our challenge as educators is to make sure that we provide all children in
our public schools the opportunity for success. Teachers of children with
special needs understand this challenge more than most. They are dedicated
individuals who have a passion for teaching and high expectations that every
child can learn given an opportunity.” – James B. Phares, Ed.D.
Universal Design for Learning
Success for ALL
What is Universal Design?
Universal Design
Looking at the environment on the next
slide, think about the access issues
particular individuals could have.
List as many as you can.
You may have responded with
Someone who is:
on crutches
pushing a stroller
suffers from
emphysema
in a wheelchair
Universal Design
Legislation Impacting Physical
Space
What are some of the
drawbacks of retrofitting?
• Each retrofit solves only
one problem
• Retrofitting can be costly
• Many retrofits are UGLY!
Universal Design Defined…
“Consider
the needs of the
broadest possible range of
users from the beginning”
Architect, Ron Mace
Universal Design Summarized
• It’s not one size fits all – but
alternatives.
• Designed from the beginning, not
added on later.
• Increases access opportunities
What does UD have to do with education
besides letting ALL students in the door?
What is Universal Design for
Learning (UDL) ?
UDL is an educational
approach to teaching,
learning, and
assessment.
Questions: 1. What might Universal Design mean for
teaching, learning and assessment?
2. UD in buildings is about access and environment. Is
it the same or how might it be different in the learning
environment?
What does research say about
Universal Design for Learning
(UDL) ?
• UDL is… "scientifically valid framework for guiding
educational practice,"
• UDL facilitates the design and implementation of a
flexible, responsive curriculum, UDL offers options for:
- how information is presented
- how students respond or demonstrate their
knowledge and skills, and
- how students are engaged in learning.
• UDL implementation provides the opportunity for all
students to access, participate in, and progress in the
education curriculum by reducing barriers to
instruction.
Barriers?
A building barrier can be stairs, the change made to
the building could be a ramp.
An instructional barrier can be a textbook,
the change made in instruction could
be an audio-book.
Student does not
know multiplication
facts
An instructional barrier can be ___________, the
change made in instruction could be
multiplication chart
______________.
Universal Design for Learning (UDL)
Dr. David Rose
The Center for Applied Special
Technology (CAST) believes that…
“barriers to learning are not, in fact,
inherent in the capacities of learners,
but instead arise in learners'
interactions with inflexible
educational goals, materials,
methods, and assessments.”
Teaching Every Student in the Digital Age, p. vi
So what do we change?
What is Universal Design for
Learning?
• UDL is not one size fits all – but IS
alternatives for everyone.
• UDL is not added on later – but IS
designed from the beginning.
• UDL is not access for some – but IS
access for everyone.
UDL…
BEFORE instruction
• Get to know your students’
abilities, special needs, and
learning styles
• After reviewing standards,
determine learning needs
• Devise instructional
approaches to reach
greatest number of
students
• Recognize individual needs
of students
• Set curricular goals
• Determine learning
supports
• Adapt methods and
materials to individual
student needs
• Select appropriate UDL
strategies, tools, and
features to adapt
instruction.
UDL…
DURING instruction
• Differentiate instruction to
reach students on their
own levels
• Special educator and
general educator consult
with one another
• Use other methods and
ongoing feedback to adjust
instruction
• Use equitable, flexible,
accessible methods to fit
instruction to student
needs
• Special educator and
general educator
collaborate to resolve
residual problems
• Use UDL features to
determine student progress
for feedback and to adjust
instruction
UDL…
AFTER instruction
• Employ ongoing or
alternate assessments to
determine progress, needs,
and future direction of
class
• Repeat planning cycle
• Make sure assessments
reflect UDL characteristics
• Assess continuously
through variety of formats
to track student progress
• Adapt delivery of
instruction as needed
What is wrong with this picture?
To Summarize UDL
What do we mean by Learning?
Recognition
Multiple
representations
of information
WHAT …of learning
Strategic
Multiple
options
for expression
and action
HOW… of learning
Affective
Multiple means
of engagement
WHY… of learning
Connecting to 3 Principles of UDL…
WHAT? Principle 1
– Multiple Means of Representation – The educator
provides flexibility in the ways information is
presented,
HOW? Principle 2
– Multiple Means of Action & Expression – The
educator provides flexibility in the ways students
respond or demonstrate knowledge and skills, and
WHY? Principle 3
– Multiple Means of Engagement – The educator
provides flexibility in the ways students are engaged.
Action and
Expression
Principle 2
Engagement
Principle 3
Presenting information
and course content in
multiple formats so
that all students can
access it
Allowing students
alternatives to express
or demonstrate their
learning
Stimulating students'
interests and
motivation for learning
in a variety of ways
Examples:
• Provide alternatives
for accessing
information (e.g., visual,
auditory)
• Provide or activate
background knowledge
in multiple ways (e.g.,
pre-teaching concepts,
using advanced
organizers)
Examples:
• Provide options for
responding (e.g.,
keyboard instead of pen
to complete a writing
assignment)
• Provide options for
completing assignments
using different media
(e.g., text, speech, film,
music)
Representation
Principle 1
Examples:
• Provide options that
increase the relevance
and authenticity of
instructional activities
(e.g., using money to
teach math)
• Provide options that
encourage collaboration
and communication
(e.g., peer tutoring)
Representation
Principle 1
Educators present
information and course
content in multiple
formats so that all
students can access it
Action and Expression
Principle 2
Educators allow students
alternatives to express or
demonstrate their learning
Engagement
Principle 3
Educators stimulate
students' interests and
motivation for learning in
a variety of ways
Perception
Physical action
Recruiting and interest
Language, expression
and symbols
Expression and
Communication
Sustaining effort and
persistence
Comprehension
Executive Function
Self-regulation
UDL Guidelines 2.0
UDL Guidelines 2.0
The UDL Guidelines were designed to assist
anyone planning lessons or developing
curricula to…
1. Reduce barriers
2. Optimize levels of challenge and support
3. Meet the needs of ALL learners from the start
For a copy of the Guidelines go to “Supporting Links”
• The UDL Checklist is another supporting
document that is a quick reference that may
be used when planning your lessons.
• It gives the educator concrete suggestions
based on the guidelines that may be easily
incorporated into lesson plans and learning
environment.
UDL Checklist
A full checklist may be found under
“Supporting Links”.
From Theory to Practice…
What does it look
like to
implement the
UDL framework
into my daily
teaching
environment?
UDL in Practice…
Let’s watch a clip of a
teacher utilizing the
UDL guidelines.
We will watch a 1st grade
class and a 6th grade
class.
We will wait while you take out a notepad. Please
reflect on one practice that appeals to you and jot
down some notes so that you can try it in your
classroom.
How do I apply the
UDL Guidelines in my lessons?
Use the UDL Guidelines to critique
your own lesson:
1. How many checkpoints are represented by
your lesson plan?
2. What’s the evidence?
3. What changes will you make to your lesson
plan ?
Top 4
UDL Websites
For More information on UDL…….
What online resources are available?
These links are listed under “Supporting Links”
What technology tools can I use?
http://udltechtoolkit.wikispaces.com/
CAST
http://www.cast.org/udl/
US Dept of Ed
Office of Special Education Programs
http://www.osepideasthatwork.org/udl/instrpract.asp
National Center on UDL
http://www.udlcenter.org/
IRIS Center
http://iris.peabody.vanderbilt.edu/index.html
Thank you for your participation. At the
conclusion of this webinar,
please download the
NCIPP mentor-mentee attachments.
If you require additional assistance please contact the
Office of Special Programs
304-558-2696