How Universal Design for Learning can help meet the

diverse needs of young children

Nancy J. Aguinaga, Ph. D.Julie Ray, Ph.D.

Cara Bigler, Student Teacher Southeast Missouri State University

Introductions Objectives Overview of Universal Design for Learning

(UDL) Video example Classroom examples Classroom UDL Checklist Action Plan

Session Overview

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Objectives

Describe the concepts and principles of Universal Design for Learning (UDL) as it relates to early childhood

Apply the principles of UDL in curriculum, instruction, and assessment practices for all children

Apply the principles of UDL in choosing classroom materials and creating a supportive learning environment for all children.

Universal Design Origin

Movement in architecture

Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace

Activity: Pair up and brainstorm for 2 minutes examples of Universal Design. Share

http://lessonbuilder.cast.org/window.php?src=videos

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Inflexible, one-size-fits-all approach Raises unintentional barriers to learning

Curriculum and Assessment Materials Environments Learners with disabilities are the most

vulnerable to such barriers, but many children without disabilities also find that curriculum, materials, and learning environments are poorly designed to meet their learning needs.

Primary barrier to helping all children become expert learners

When curriculum, materials, and learning environments are designed to meet the needs of the broad middle to the exclusion of those with different abilities, learning styles, backgrounds, and even preferences, they fail to provide all children with fair and equal opportunities to learn.

Diversity is the norm, not the exception

Universal Design for Learning

A curriculum framework

Flexible and supportive for all

Decreases the barriers that limit access

Based on brain research

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http://www.cast.org CAST© 2003

Origins of Universal Design for Learning (UDL)

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

Do you expect children to be “ready” for your classroom OR is your classroom, school, or program ready for the children who will come through the doors?

Is it our responsibility to remove the barriers that exist for children’s learning and development?

What barriers exist in your program or school?

http://www.cast.org CAST© 2003

UDL and the Learning Brain

http://lessonbuilder.cast.org/window.php?src=videos

http://www.cast.org CAST© 2003

UDL and the Learning Brain

Recognition networks: “the what

of learning”

identify and interpret patterns of sound, light, taste, smell, and touch

Recognition

http://www.cast.org CAST© 2003

UDL and the Learning Brain

Strategic networks: “the how of learning”

plan, execute, and monitor actions and skills

Strategic

http://www.cast.org CAST© 2003

UDL and the Learning Brain

Affective networks: “the why of learning”

evaluate and set priorities

Affective networks – located at core of brain

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NETWORK-APPROPRIATE TEACHING METHODS

To support diverse recognition networks: Provide multiple examples Highlight critical features Provide multiple media and formats Support background context

To support diverse strategic networks: Provide flexible models of skilled performance Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities for demonstrating skill

To support diverse affective networks: Offer choices of content and tools Offer adjustable levels of challenge Offer choices of rewards Offer choices of learning context

http://www.cast.org CAST© 2003

All learners are unique and

universal does not mean

“one size fits all”

UDL and the Learning Brain

National Center on Universal Design for Learning

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

A universally designed approach is shaped from the outset to meet the needs of the greatest number of users, making costly, time-consuming, and after-the-fact changes to the program’s curriculum, materials, and environment unnecessary.

1.Options for how they learn2.Choices which will engage their interest3.Choices for how they demonstrate their learning

Teachers provide:

1. Flexible ways of presenting information2. Flexible options for engagement3. Flexible methods of expression and assessment

Separate the goal from the means

Using curriculum, materials, and environments rooted in the 3 UDL

principles, children have:

"UDL is really a merging of general education and special education, a sharing of responsibility, resources and ownership. It gets away from the "their kids/our kids" divide between general ed. and special ed." –

David Rose A Practical Reader in Universal Design for Learning

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Implementing UDL

Look for existing resources/infrastructure.

Conduct an inventory of your curriculum, materials, and learning environment:BICC Checklist: http://www.northampton.edu/Documents/Departments/ECE/Checklist%20and%20Questions.pdf

Start with one or two strategies.

Try it and be willing to alter and extend.

Children’s Center of Northampton Community College, Bethlehem, PA: http://www.northampton.edu/Early-Childhood-Education/Partnerships/Building-Inclusive-Child-Care.htm

Take a Look at One Example

Using the BICC Checklist, evaluate your current curriculum, materials, and environment.

List one immediate change you will make to move towards Universal Design for Learning in your practices.

Consider how you can work with others to make long-range improvement plans in your center or school.

Action Plan

Maxwell Maltz, author of Psycho-cybernetics

“It takes 21 days to form a habit.”

Thank you