Improving Educational Participation and Outcomes for ALL Students with Universal Design for Learning...
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Transcript of Improving Educational Participation and Outcomes for ALL Students with Universal Design for Learning...
Improving Educational Participation and Outcomes for ALL Students with
Universal Design for Learning
and–for some–Special Education Services
Joy Smiley Zabala, Ed.D., ATPDirector of Technical Assistance
CAST and the National Center on Accessible Instructional Materials
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To increase awareness of UDL as a means
to shape learning environments that
address the variability of ALL learners,
including students with intensive support
needs
To underscore the importance of
individualized supports (e.g. AT, AIM) for
some students
Goals of this session…
Universal Design for Learning as the Foundational Approach for All Learners
Big Ideas …
Special Education Supports needed by Some
Resources and Connections
Curriculum-Centered UDL
UDL is a curricular initiative that seeks to decrease unacceptable challenge
while maintaining acceptable challenge and high expectations
UDL is framework for proactively designing learning experiences – from the beginning – that
address grade level standards in ways that enable all students to gain knowledge, skills,
and enthusiasm for learning.
Principles of UDL
UDL calls for ...
Multiple means of representation, to give learners various ways of acquiring information and knowledge
Multiple means of expression, to provide learners alternatives for demonstrating what they know
Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.
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Universal Design for Learning
Supports the design and implementation of a flexible, responsive curriculum that provides opportunities for the participation and achievement of all students
Provides flexibility in the ways information is presented, the ways students respond or demonstrate knowledge and skills and the ways students are engaged
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Universal Design for Learning
Reduces unnecessary barriers in instruction and assessment
Provides appropriate accommodations, supports, and challenges
Maintains high achievement expectations for all students
Assumes variability
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Goals
Firm Goals, Flexible Means
• Clearly identified• Do NOT embed the
means unnecessarily
• Allow multiple paths to achievement
Assessment
• Progress Monitoring• Formative Assessment• Clearly articulated
rubric• Construct validity • Accessibility
Emphasis on Flexible, Transformable Digital Media
Materials
BUT… digital media does not equal UDLand digital does not necessarily equal
accessible!
Technologies and How they Fit
Universally Designed Technologies
• Are designed and developed to be directly usable (without the need for adaptation or assistive technology)
• Are designed and developed in ways that can be made usable with assistive technologies
• Typically include lots of options that can be readily manipulated to meet the needs of a variety of users
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Some people STILL think of UDL as a technology initiative or just for students with disabilities or
intensive support needs.
Some people think UDL is NOT students with disabilities or intensive support needs.
UDL lowers barriers for most, but student-centered supports and services are needed
by some to participate and achieve.
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Special Education provides supports and services required by individual students based on their unique needs.
Special Education Supports
• Specially designed instruction
• Accommodations and Modifications
• Related Services and Supports
Connecting UDL and AT
• Assistive technology device means any item, piece of equipment, or product system...that is used to increase, maintain, or improve the functional capabilities of a child with a disability.
Connecting UDL and AT
• Universal Design looks to make the learning environment as flexible and accommodating as possible.
• Assistive Technology looks at the specific barriers a student may face in whatever environment they find themselves.
• Both approaches strive to insure the access, participation & progress of students
Connecting UDL to AIMBroad Usability / Accessibility
• Materials that are designed or enhanced in a way that they are usable across the widest possible range of student variability regardless of format (print, digital, graphical, audio, video)
• Content may be “designed for print delivery” and require retrofitting for accessibilty
• Content may be “designed for digital delivery” and difficult to retrofit if not broadly usable or accessible from the start
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• The information is the content
• Technology is the delivery system upon which the content is presented to the student
Big Ideas in AIM
• Reduces complexity
Eliminates eligibility questions
• Supports inclusionAll students use same materials at the same time
• Benefits all students’ learning All have access to supportive features and scaffolds
• Benefits teachers Easier to plan and teach
• May reduce need for some add-on accommodationsNo need for different sets of materials or to provide accommodations for inaccessible materials
Benefits of Purchasing Materials that are Accessible by Design
How are YOUR responsibilities related to building environments in which goals, assessment,methods and materials encourage and support the participation and achievement of ALL students?
It Takes Collaboration at all Levels of the Organization…
• Providing national/state/regional/district/campus/school leadership?
• Developing and/or implementing policy • Developing standards-based curricular goals?• Selecting learning materials?• Developing and/or administering assessments?• Selecting and integrating technology?• Coordinating or providing professional learning
opportunities?• Preparing teachers and service providers?
It Takes Collaboration at all Levels of the Organization…
National Center on UDL
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http://udlcenter.org/
…supports the effective implementation of UDL by connecting stakeholders in the field and providing resources and information about… • UDL Basics and Value• UDL implementation • Research supports for UDL Framework• Connections to others with similar interests and
concerns at http://community.udlcenter.org/
Provide Access by planning and leading and teaching in ways that eliminates barriers to learning
Increase Participation by providing options that Increase recognition, expression &, engagement
Demonstrate achievement by monitoring progress and documenting change in professional practices and student achievement
Stepping Up the UDL Stairs
Encourage educators and families to:• Visit the UDL Center Web Site• Peruse the UDL Guidelines and dig deeply into
them• View examples and try out ideas• Work through the UDL Online Modules• Join in UDL conversations with others grappling
with the similar challenges and opportunities• And never forget that some students will require
additional supports to participate actively and achieve even in the most universally designed curriculum.
Stepping Up the UDL Stairs