Wrangling IDEA: Whats in the Works and Just Ahead

Universal Design for Learning:

Supporting ALL students in their learningpresented by the NEA IDEA Special Education Resource Cadre

NEA IDEA Special Education Resource Cadre

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre1Updated: July 20121 hour version. There must be a computer for each student for this session. Underlined titles are URL links to the videos.

Brief introduction of self (selves)

Thank you for coming

Please jot down any questions and comments that occur to you during this presentation; we will have a few minutes for questions and answers at the end of the session

At this point, UDL is a relatively new concept that appears to be a promising practice in terms of improving student achievement and narrowing the Achievement Gap

UDL community believes that UDL and differentiated Instruction are complementary to each other. UDL encompasses practical, day-today applications that fit within the context of differentiated instructional practices.

UDL is a FRAMEWORK to assist educators in building lessons and units to allow access for more students.If you have parents in the audience, consider how the CAST site an UDL Resources may be used to assist with homework completion.A COMPUTER LAB!

Handouts:Resource Super 5

Recommendation to InstructorBefore you teach this class please make sure you have used several of the following programs: Get accounts in: Bookbuilders, Lesson Builder, UDL Editions, Science Writer.Complete a case studyWatch the selected and suggested videosRead Teach Every Student in the Digital Age by Dr. Rose.

NEA IDEA Special Education Resource CadreWordle.net was used to produce this picture. Beautiful word clouds.NEA IDEA Special Education Resource Cadre2Note of Appreciation to Rebecca Beck, Center for Applied Special Technology (CAST)Dave Edyburn, University of WisconsinBeth Mineo Mollica, University of DelawareDavid Rose, Center for Applied Special Technology (CAST) and Harvard UniversityGrace Meo, Center for Applied Special Technology (CAST)Mary Ann Siller, American Foundation for the Blind

for their collaboration on development of this presentation

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre3Self-explanatoryEssential QuestionsWhat is Universal Design?What is Universal Design for LearningWhat are the elements of UDL?What are examples of UDL?

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre4Self-explanatoryWe will follow these questions in order as we share information

Pass out Note taking handout.

GoalsImprove Communication between general education, special educationEmpowermentIntroduction to something newStarting Professional Development that meets the needs of everyoneFree Training and resources. Consider the needs of the broadest possible range of users from the beginning- Ron Mace, Architect -

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre5Universal Design was originated by Ron Mace at North Carolina State University to create physical structures that are designed from the beginning to accommodate the widest range of users, including those with disabilities. There are seven architectural Universal Design principles (see presenter resource: 7 principles of universal design NC) that focus on increasing accessibility to physical space. Central to these principles is the providing of alternatives for users.

Universal Design originated in the field of architecture, based on the realization that designing buildings with built-in accessibility for everyone was an approach superior to retrofitting buildings to accommodate diverse individual needs.

Universal Design (UD) principlesNot one size fits allDesign from beginning; not add on laterIncrease access opportunities for everyone

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre6Universal Design is about providing, from the beginning, options in which people can access buildings and using products and environments of all kinds.The key purpose of UD is to create inclusive physical environments and widely usable tools. KeyAccess

Before the Universal Design movement, architects rarely addressed the mobility and communication needs of people with disabilities. The results were buildings that were inaccessible to many. Legislation mandating access (specifically the Americans with Disabilities Act of 1990) led to extensive retrofitting with ramps, elevators, talking signs, and other access devices. But retrofitting is expensive, often aesthetically disastrous, and inadequate from a practical standpoint. Retrofitting solves only one problem. It can be costly and many are ugly.

Are schools Retrofitted?WhenWhy

What lessons are learned?

Activity: What does Universal Design mean to you?Think about what you see in and round your life. Curb cut outs . . .

NEA IDEA Special Education Resource CadreAsk for Examples from the audience.

Examples are listed on the next page.These are examples everywhere, not specific to the classroom!NEA IDEA Special Education Resource Cadre7Examples of UDWider doorsAccessible bathroomsHandicap parking spacesLarge print books/programsElevatorsEscalatorsElectric doorsCaptions on televisionEasy-grip toolsPeople moversRamps

NEA IDEA Special Education Resource CadreClosed captioning was designed for the hearing impaired, but its uses are mainstreamat gyms and workout spas, sports bars and #1 at night to watch TV while the other sleeps!

Easy grip kitchen utensils were designed for people with arthritis, now people often prefer the dark larger handles, feel better in your hands.

Door handle, knobs that dont turn, but pushdogs love them.

Has anyone used the automotic door openers at mall or store?NEA IDEA Special Education Resource Cadre8Universal design and Universal Design and Learningvideo

NEA IDEA Special Education Resource CadreVideo is about one minute in length. When you open the site select the video titled Universal design and universal design and learning.

This explains the bridges on how UD enters the realm of education.NEA IDEA Special Education Resource Cadre9UD and education To support the use of technology, including technology with universal design principles and assistive technology devices, to maximize accessibility to the general education curriculum for children with disabilities.

PL 108-446 Sec. 611(e)(2)(C)(v)

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre10There is some Federal language around UDL.The UDL Community believes this is not a special education issue, it is a general education issue which opens access to all students.Quote on the slide is from IDEA 04 when searching the statute using universal design there are 8 times the term is used alone or followed by principles, features, or concepts; never do we find the term universal design for learning; hence, this slide only references UD, not UDL UDL appears to be a coined phrase, much like RTI has come from responsiveness to scientific, research-based interventionsDistribute selected citations handoutFrom IDEA statute Sec. 612(a)(16)(E) UNIVERSAL DESIGN.The State educational agency (or, in the case of a district wide assessment, the local educational agency) shall, to the extent feasible, use universal design principles in developing and administering any assessments under this paragraph.From IDEA regulations - 300.44 Universal design. Universal design has the meaning given the term in section 3 of the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002. (Authority: 20 U.S.C. 1401(35))From section 3 of the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002 - 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 accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies. ESEA/NCLB statue does not include universal design language; howeverCurrent regulations for ESEA/NCLB do include universal design principles for assessments it cites IDEA: New 300.160(g), consistent with section 612(a)(16)(E) of the IDEA, requires a State (or in the case of a district-wide assessment, an LEA), to the extent feasible, to use universal design principles in developing and administering assessments. (Authority: 20 U.S.C. 1412(a)(16)) Priority Schools Campaign

NEA IDEA Special Education Resource CadreNEA IDEA Resource Cadre11Many of you (ask for a show of hands) work in some of our neediest schools. We know that not one person has the answer to solve the issues that arise. That is why working together is so important, and it is a primary concept in our Priority Schools campaign.

What we are talking about in this session is directly related to the issue of [click for the rectangle to enlarge] improving capacity for effectiveness.

Leading permanent change in the nations struggling schools is a priority for NEAs 3.2 million members, which includes teachers and paraeducators, as well as the wide array of adults in our schools who serve our children.

What mandate from NEA RA to focus resources on school transformation, involving cross-stakeholder partnerships, focusing on collaboration on innovative programs, attracting and keeping the best educators and necessary resources for the schools of greatest need

Why too many students in high-poverty communities are in chronically underfunded, understaffed, and unsupported schools

How through SIGs implementing the transformation option

Where information on the Priority Schools initiative is available at nea.org , Facebook, Twitter, YouTube

The only way for students to succeed is if all the adults involved in public education work collaboratively and make decisions based on common understandings and agreements. The only way for students to succeed is if all the adults involved in public education work collaboratively and make decisions based on common understandings and agreements.

.

http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

NEA IDEA Special Education Resource CadreVideo is 4:38 in lengthNEA IDEA Special Education Resource Cadre12Current supports for UDLFederal Statutes and regulationsNIMAC and NARAPStateState standards and benchmarks Curriculum adoption policiesLocalEvolution of general educator and special educator rolesCast.org

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre13National Assessable Reading PartnershipUniversity of Minnesota, Martha Thrulow

In addition to the federal statutes, regulations, and the federal centers

Many states already have laws or policies governing timely access to curriculum materials for students similar to the new IDEA requirements. In some states, the policies are even more helpful, ensuring curricular access for all students with print disabilities, not just those who meet the more narrow federal definition. Included in this more expansive view are students with reading difficulties for which no organic cause has been identified, students who have physical limitations that interfere with their manipulation of print products, and students with other learning and/or attention difficulties who would benefit from a print alternative.

The relationship between general educators and special educators continues to evolve. A universally-designed curriculum will fit more students from the outset, with the role of the special educator being to identify those pathways within the curriculum that are most appropriate for the students needs.

Local Professional Development

Current supports for UDL (continued)National Instructional Materials Accessibility Standard (NIMAS)

National Instructional Materials Access Center (NIMAC)

National Accessible Reading Assessment Project (NARAP)

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre14Presenter resource: NIMAS topical brief from OSEPIDEA 2004 requires states to adopt policies ensuring that they will only purchase curricula that are accessible to students with print disabilities. This means that publishers will need to make digital versions of their textbooks and other materials available so that they can be provided in more suitable formats such as speech output, modified print layouts, or Braille. IDEA endorses a common formatthe National Instructional Materials Accessibility Standardto make this process work efficiently for both schools and publishers.

NIMAS is in the IDEA 2004---Key provisions:A mandate for states to adopt NIMAS as a source file for the subsequent provision of student ready accessible materials (textbook). A mandate for SEAS and LEAs two years after the date of enactment to ensure the provision of accessible instructional materials in specialize formats for students with print disabilities, either directly through the state or through the National Access Center. The establishment by the Secretary of Education of a National Instruction Materials Access Center at the American Printing House for the Blind (APH) to process NIMAS versions of print instructional materials Be aware that IDEAs NIMAS provision addresses only a subset of students with curriculum-based disabilitiesthose with print disabilities (blind or print disabled) that have an identifiable organic basis. Over time, it is anticipate the impact will be expanded beyond vision/print disabilities.This is NOT a presentation slide. The slide is hidden and this page continues the notes for the previous slide regarding NIMAC.

The NIMAC is a central repository that will contain NIMAS files. It will have an automated system for allowing publishers to deposit NIMAS files within the repository. The NIMAS files will be checked to confirm that they are valid NIMAS, and the files will be cataloged into a web-based database. Those who have been authorized for access will have user identifications and passwords. These authorized users will be able to search the NIMAC database and download directly the file(s) they need to convert to accessible instructional materials for those students who are in elementary and secondary schools and have qualifying disabilities. State departments of education are now in the process of either signing on to use of NIMAC or not; the mandate to provide at the state and local levels is still there whether or not they access and use NIMAC

The National Accessible Reading Assessment Partnership (NARAPU. of Minnesota, Martha Thurlow) is a federal grant to provide leadership in this area. Ideally, reading assessments and assessments which involve reading (e.g., social studies, science) will have digital supports (i.e., text to speech) built in so that test scores can be calculated with and without technology.NARAP represents a collaboration of the projects OSEP has funded to conduct research and development on accessible reading assessments. These projects are: Designing Accessible Reading Assessments (DARA). Partnership for Accessible Reading Assessment (PARA). Technology Assisted Reading Assessment (TARA).

Universal design for learning (UDL)More ways to accessMore ways to participateMore ways to demonstrate learningPotentially more progress in the general education curriculum for all learners

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre15 UDL emerged in the late 1990s and focuses upon principles of UD applied to schools, classrooms, and curricula. Current challenges include increased diversity in classrooms; high expectations for all students; high stakes testing; accountability for all students. Todays classrooms are highly complex and pose difficult hurdles for teachers. As a result of IDEA 97, many students who used to be excluded from general education curriculum are expected to progress in the general education classroom and curriculum. Teachers now need to be successful with a much more diverse group of students including English Language Learners, students from other cultures, and students with diverse disabilities. All students are commonly in the same schools, same classrooms, and same curriculum. Schools, teachers and students are accountable for real progress and demonstrable learning outcomes in the regular education curriculum. But the print-based curriculum is designed for a homogeneous group of students and is not flexible or adjustable for different learner needs.UDL addresses these challenges and offers increased opportunity for all students to access, participate, and progress in the general education curriculum. In this training session we present principles of UDL and show how to apply them in classroom practice.Diversity is the NormWhat are learners expected to learn? This has been Legislated.Goals of UDLImproving access, participation, and achievementEliminating or reducing physical and academic barriersValuing diversity through proactive design

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre16ALL STUDENTSSelf-explanatoryParaphrase bulletsAccessing the curriculum, eliminating paper and pencilthink accommodations/alternatives that could be planned from the beginning and not ad-ons.These would be made available to ALL STUDENTS.Diversity could be cultural, language, cognitive, physical, etc.By proactive design, the intention is to make things accessible at the start, as opposed having to retrofit or remodel later.

Why is UDL Necessary?Individuals bring a huge variety of skills, needs, and interests to learning.Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play:

NEA IDEA Special Education Resource CadreWhat is Universal Design for Learning? Universal Design for Learningis a set of principles for curriculum development that give all individuals equal opportunities to learn.UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

NEA IDEA Special Education Resource Cadre17UDL, what it is

NEA IDEA Special Education Resource CadreResearch based. There is science to back up the learning.

How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

NEA IDEA Special Education Resource Cadre18http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video1

NEA IDEA Special Education Resource CadreClick URL link and scroll down on the link to Play Lists and select the video icon that matches the slide. Runs 3:44.NEA IDEA Special Education Resource Cadre19Why UDL?Schools face sanctions if test scores fail to meet state goals.The greater the diversity of a school, the greater the chances for failure to meet the goals.THUS, schools need to find ways to better meet the needs of all students!

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre20ACHEIVEMENT GAPSACCOUNTABILITYESEA/NCLB sets the achievement standards for ALL Students, but does not state how to reach those set standards. Schools need to determine how, and UDL is one way to maximize student achievement.

The idea being schools would be able to better meet AYP goals for ALL Students, with the implementation of a school-wide UDL curriculum, instruction and assessments.

School Diversity:Where are Achievement Gaps?According to the Elementary and Secondary Education Act (ESEA/NCLB):Schools are accountable for the results of state-wide assessments.The state-wide assessments are based upon content standards.Student scores are disaggregated for the following groups:

Why UDL? (continued)Current instructional practices are not appropriate for all learnersExistence of academic achievement gapsBenefits of accessibility vs. retrofitting

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre21Slide is self-explanatoryACHEIVEMENT AND ACCOUNTABILITYPresenter may give a few examples or, if time, facilitate a discussion around these bulleted itemsWhy is this important at the classroom level . . . Accessibility . . . . Access Curriculum accommodationsNarrowing of the Achievement gapTime planning upfront accessibility decreased time in trying to retrofit find different strategies for remediation rather than instruction

This could decrease the achievement gap for all learnersthere is no research for this, however, the research is being conducted, it is being suggested that schools who have an achievement gap implement UDL.

Principles of UDLMultiple Representations of Information--What of learningMeans of Expression--Demonstrate the HowMeans of Engagement--Cement the Learning- CAST -

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre22The greater the variety of modalities through which students learn, the greater their access to content (visual, auditory, tactile, kinesthetic)The more ways students can demonstrate and apply what theyre learning, the more they are able to express the full extent of their mastery. If youre only allowing one mode for students to express their knowledge in, you might be missing their mastery. (i.e.. Only allowing an oral presentation will limit a student who struggles in this modality from showing what they know).The more choices students have for ways to engage in the content, the more links they can make to their personal experiences, their background knowledge, and to other content connections. This leads to greater motivation, which helps cement learning.We believe this applies to all students, not just those who have been identified as having disabilities.

Multiple Representations of information Provide Multiple Means of Recognition and AccessConsider multiple means of reprentantion for access to the learning . . . . the way information is presentedWhyreduces barriers in instruction

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre23Many of these are viewed as accommodations and are in typical use in many classrooms today

The difference between current use and UDL is the expanded use from those who are identified as needing such accommodations and for which the use is documented, to providing such access to any and all students in need of different ways to access information --- one student may need different ways to access different content areas

Parallel processing when using Braille textAudiotape - (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)Teacher reads aloudMentor reader reads to novice readerTeacher highlights phrases while reading from a transparencyParallel processing with Braille textText available on audiotape (this is standard media through Recording for the Blind & Dyslexic, for students who are blind or learning disabled)

Multiple Representations of informationPerceptionsame information different sensory modalitiesRead aloud, text sizeLanguage and symbols linguistic and non linguistic Math manipulatives, hyperlinksComprehensionConcept maps, templates

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre24Digitized Text: Allows Dynamic Manipulation of the Medium On DemandText-to-speech: Language of the text reads aloud to the student, word-for-word, phrase-by-phrase, or larger chunks of text. (Benefit: For students with decoding problems who need to access their social studies textbook content, this overcomes a barrier that keeps them from reaching a curricular objective). (designer: add a URL that allows presenter to see this in action). Good example Readplease program which is free to download www.readplease.comHighlighted text: As speech to text is working, specific words, phrases, and/or chunks of text are highlighted. (Benefit: students learn to track text while reading---provides a fluency building scaffold)Built-in talking glossary: key words that would prevent comprehension of the text, are defined at point of use (Benefit: ELL students, students with limited background knowledge, anyone unfamiliar with the specialized vocabulary)Font-size, style, and background color on demand: Certain fonts work better for certain learners, esp. students with low vision/dyslexic students need clear foreground-background color distinctions, for e.g.. Yellow text on a black background)Audio and visual reinforcement: animated graphics that help illustrate a concept (i.e.. a talking timeline is very beneficial for blind students)Built-in literacy coaches: At an opportune point in the text, a coach provides support for using comprehension strategies such as: monitor, predict, summarize, and question generating. (Benefit: for struggling readers, the support is right where they need it, immediately and with scaffolding built-in).Textbook represented in different reading levels: Student or teacher can choose to represent the same content in the most appropriate reading level. (benefits; reading level is no longer a barrier to learning the core content; facilitates engagement and appropriate level of challenge, b/c the learning is now taking place in the students zone of proximal development) Built-in language translation for ELL students: Entire text, section, or specific words, at student discretion, can be accessed in students primary language. (benefits: accessing the content in a students first language provides a bridge for comprehending the core content; student learning in both languages can be reinforced through the interaction between them)

Multiple Means of expressionProvide Multiple means of Action and ExpressionStrategic Participation student responds or demonstration of knowledge and skills Why--Provides appropriate accommodations, supports and challenges

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre25Like the low-tech options regarding representation of information, many of these are typical accommodations used in classrooms today

The difference between current use and UDL is the expanded use from those who are identified as needing such accommodations and for which the use is documented, to providing such access to any and all students in need of different ways to demonstrate learning --- one student may be better at demonstrating learning of history by orally describing an event, another student may create a diorama, another may write and present a skit, etc.

Multiple Means of expressionPhysical action, motor, strategic and organizational abilitiesReduce barriers, alternative ratesExpressive skills and fluencyMentors, sentence stripsExecutive Functionovercome impulseGuided questions, embed stop and think

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre26Issues:ExpenseStaff knowledge/expertiseStudent knowledge/expertise/interest/independenceFollow-through to adult placements, support to use across settingsTechnology to use at home?Responsibility of LEA to provide equipmentMultiple Means of engagementProvide Multiple Means of EngagementAffective Demonstration of learningHow students are engagedWhy?Maintains high achievement expectations

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre27Like the low-tech options regarding representation of information and means of expression, many of these strategies are typical in classrooms today

All students are accountable for the content of the textbook

Student keeps an ongoing personal diary (written, verbal, tape-recorded, drawn)Student interviews an expert in related fieldStudent uses archived resources to compare to content in the textbook (websites, museums, libraries)

Multiple Means of engagementRecruiting InterestLevels of challenge, authentic outcomesSustaining Effort and persistenceCollaboration, handheld scheduling toolsSelf-regulationExtrinsic EnvironmentPrompts, feedback, scaffolds

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre28Flexibility in the use of tools for multiple representationChoice of support tools empowers student to take ownership of their learningElement of choice supports engagement and motivationHow do you want to work - small group, individually, or large group?How do you want to outline the story - text, diagram, or pictures? What do you want to work towards - free time, computer time, or homework pass?Flexible grouping strategies On skill levelOn interest/passionFor collaboration varied skill or talent levels

Experiencing success through built-in supports at each students level increases engagement and motivation

Tradition vs. UDLPrinted Material, everyone gets the same information ORVariety levels of Print, digital, video, audioEnd of chapter multiple choice, short answer assessment ORMatch objectives to instruction, alternate means of modification of content

NEA IDEA Special Education Resource CadreOther examples

TraditionalAccomplishing Goals are interwoven into instructional GoalsORUDLObtaining goals can be individualized

TraditionalLecture, homogenous, note taking unsupportedORUDLAvoid limiting Presentation, frequent questioning, clarification

NEA IDEA Special Education Resource Cadre29Diversity of Learnersvideo

NEA IDEA Special Education Resource CadreClick on link and select video Diversity of Learners. About 1 minute in length.NEA IDEA Special Education Resource Cadre30Universal design for learning (UDL)More ways to accessMore ways to participateMore ways to demonstrate learningPotentially more progress in the general education curriculum for all learners

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre31 UDL emerged in the late 1990s and focuses upon principles of UD applied to schools, classrooms, and curricula. Current challenges include increased diversity in classrooms; high expectations for all students; high stakes testing; accountability for all students. Todays classrooms are highly complex and pose difficult hurdles for teachers. As a result of IDEA 97, many students who used to be excluded from general education curriculum are expected to progress in the general education classroom and curriculum. Teachers now need to be successful with a much more diverse group of students including English Language Learners, students from other cultures, and students with diverse disabilities. All students are commonly in the same schools, same classrooms, and same curriculum. Schools, teachers and students are accountable for real progress and demonstrable learning outcomes in the regular education curriculum. But the print-based curriculum is designed for a homogeneous group of students and is not flexible or adjustable for different learner needs.UDL addresses these challenges and offers increased opportunity for all students to access, participate, and progress in the general education curriculum. In this training session we present principles of UDL and show how to apply them in classroom practice.Diversity is the NormWhat are learners expected to learn? This has been Legislated.More students areEngaged in their own educationLearning at greater breadth and depthAchieving to higher levelsMotivated to continue learning

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre32[Click] to bring in each bullet separately

Bring people back together after their exploring time! Talk about what they learned in the short time and how it relates to their role in education

Engaged because their learning needs are being metLearning because they access multiple representations of informationAchieving because there are multiple pathways for reaching learning goalsMotivated because there are multiple ways to engage in content

More educators arePlanning diverse classroomsRecognizing and articulating what worksSpending more time on instruction and facilitating learningResponding effectively

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre33Using UDL principles from the beginning will save educators time.

Planning upfront for diverse classrooms needs, strengths, interests, modalitiesRecognizing and articulating what works, for whom, and why.Spending their time on instruction, rather than on extreme makeovers of their curriculum. when children are able to access content, the teacher has more time to facilitate as less time is spent re-teachingResponding effectively to the needs of diverse learners.

Implementing UDL: The Payoff

http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines#video5

NEA IDEA Special Education Resource CadreClick URL link and scroll down on the link to Play Lists and select the video icon that matches the slide. You might need to scroll right to see this picture. Runs 3:35.

School teachers, a principal, and Center Director David Rose tell what UDL offers schools todayNEA IDEA Special Education Resource Cadre34What is next for UDL? Universally-designed products for instruction and assessment are becoming the industry standard

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre35Market forces will compel publishers to design products in exciting new ways.

Curricula will be designed with built-in supports that:Enable information to be presented in lots of different waysAccommodate different learning styles, sensory abilities, cognitive abilities, language abilities, physical abilities, and cultural perspectives.Allow students to demonstrate competence in a variety of ways and at a variety of levels

Possibly, High-stakes assessments will also be universally designed, which enables us to evaluate mastery of target content without contamination/interference from inappropriate test formats or methods.

What can you do now?Demand universally-designed products!!!Incorporate UDL into your instructionShare your UDL-designed plans with othersAdvocate curriculum adoption policies that require incorporation of UDL principles

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre36Self-explanatory

We need to be the advocates for our students to seek out and implement the most suitable UDL products for their individual needs.

Therefore, we should encourage general education and special education teachers to apply UDL principles to their students curriculum, materials, and assessments. Whats Next?Create a statement on how you will use the information you have learned today.Points to consider:How to start the conversation Increase access to the curriculum opportunitiesDesigning from the beginningUDL PrinciplesPresentation, Expression, and Engagement

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre37Essential QuestionsWhat is Universal Design?What is Universal Design for LearningWhat are the elements of UDL?What are examples of UDL?

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre38Use call outs from audience to answer the essential questions.ResourcesNational Education Association http://www.nea.org/assets/docs/PB23_UDL08.pdf

Center for Applied Technology www.cast.org

UDL Centerhttp://www.udlcenter.org/

IDEA Partnershipwww.ideapartnership.org www.sharedwork.org

Resource handout

NEA IDEA Special Education Resource CadreNEA IDEA Special Education Resource Cadre39Distribute resources handout

Leave the participants with a positive we can do this together sign-off and that the Association is there to support efforts.

Be sure to distribute and collect Participant Feedback Form.

Thank you for attending!

Good luck with using UDL in your classroom.

NEA IDEA Special Education Resource Cadre