Universal design for Learning

Universal design for LearningApplicability in diversity and StandardsBy Michael KirschWalden UniversityA History and InspirationCenter for Applied Special Technology (Cast)Universal Design for Learning (UDL) 2002David Rose & Ann MeyerIDEA (1997)Access CurriculumDiversity and Standards Design to meet the needs of most users

The Center for Applied Special technology is credited for the term Universal Design for Learning. Particularly Davis Rose and Ann Meyer who published a comprehensive study about UDL. Many of the principles of UDL came from the Individuals with Disabilities Education Act ( Edyburn, 2010). The issues being addressed by IDEA surrounded a need to allow all learners access to the general curriculum. (Edyburn. 2010). Rose and Myer and their associates in CAST spearheaded this need for a better approach to design a curriculum that understood both the diversity of the learner as well as meeting state standards.. David Rose and Ann Meyer were inspired by the idea that if a physical environment such as a building or structure could be designed with multiple, diverse users in mind why not an educational curriculum (CAST 2011).Consider an example of a student who is visually impaired so reading is a challenge. By integrating audio options such as book readers, podcasts, or reading software into the instruction the need is met already without having to go back ad redesign the instruction. 2Neurology and UDL

- Figure 6.1 -Network-Appropriate Teaching MethodsTo support diverse recognition networks:Provide multiple examplesHighlight critical featuresProvide multiple media and formatsSupport background context.To support diverse strategic networks:Provide flexible models of skilled performanceProvide opportunities to practice withsupportsProvide ongoing, relevant feedbackOffer flexible opportunities for demonstrating skill.To support diverseaffective networks:Offer choices of content and toolsOffer adjustable levels of challengeOffer choices of rewardsOffer choices of learning context.RecognitionStrategicAffectiveThe What of LearningThe Howof LearningThe Whyof LearningMultiple ExamplesOngoing FeedbackLevels of Difficulty

UDL considers three neural networks. First are Recognition networks which interpret patterns to identify and understand information, ideas and concepts(Rose, &Meyer. 2002.p.) Consider multiple example when teaching. Showing various ways to solve an algebraic equation or communicate an idea in literature or social studies. Strategic networks that provide the ability to plan, and enact skills and actions (Rose, & Meyer.2002). Here is where ongoing feedback to the student would be useful to ensure the learners plans and skills are being used to their advantage. Last are the Affective networks which provides an emotional value to the patterns presented to us. A instructional consideration here would be to provide varied levels of difficulty. Challenge those that get easily bored while ensuring others that struggle with more basic tasks can reach the minimum learning objective. These three networks inspired Rose and Meyer to identify teaching methods that consider recognition, strategic, and affective networks. In your handouts there is a figure that outlines these teaching methods in each network category. Stop here and team up with your neighbor to discuss these methods and each of you come up with one example per category that you can share with the group. 3

Technologys Central Role

Meet the Diversity NeedNew TechnologiesNew Tools

CommunicationFeedbackOnline EducationExpands LearningOpportunitiesTechnologys central role in the implementation of UDL is the ability to meet the diversity need in the classroom. New technologies have created new tools and venues for learners to gain and apply knowledge and skills. Blogging is a way student can communicate beyond there classroom and receive feedback form their peers and just about anyone else. A podcast could be ideal for a student who is a low reader or cannot find the time or space to read. Perhaps a class accessed online can help a student who cannot physically attend school. Technology expands the horizon of learning opportunities and experiences for our students who have been long denied access to the curriculum of learning. 4

UDLs Impact on Learning

DifferentiationTechnologyModalities

AssessmentStudent Centered CurriculumThe individual matters

UDL considers multipleApproaches toinstruction UDL has been considered the Intersection of Initiatives(Rose, & Meyer. 2002) where differentiation, technology, multiple modalities, and performance based assessment will converge. There is also a focus on goals and considering the individualized approaches needed to reach these objectives and outcomes Rose, & Meyer.2002). Through UDL students learning abilities and modalities are taken into consideration to provide a more comprehensive curriculum. This means if Suzy is not able to give a book report in front of the class she might have the option to create a podcast or slideshow that will still meet the necessary criteria. Maybe Joe does better with visual presentations then history texts. The instructor could assign a web search to various videos about the historical context being covered in class. The bottom line is that there are multiple ways to get the desired outcomes and UDL recognizes this. 5Brain Research & UDL

PlasticityMulti-ModalityDifferentiationModesTechnology

Learning Complexity

Implications of UDLParadigm ShiftOne Size does not fit allAlternative forms of assessmentStandardized is no longer the standardDifferences in brain processesUniversal design for LearningModalities and toolsNo limits or restraintsIndividuality is recognized

CAST ToolsUDL Self Check

UDL Guidelines

UDL Lesson Builder

ReferencesCAST. (n.d.). UDL toolkits: UDL training guide. Retrieved March 26, 2010, from http://www.cast.org/teachingeverystudent/toolkits/\tk_introduction.cfm?tk_id=61Driscoll, M. (2005) Psychology of learning for instruction. Boston, MA: PearsonEdyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? ten propositions for new directions for the second decade of udl. Learning Disability Quarterly, 33(1), 33-41.Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes.