UDL Presentation Walden University Henry Briggs E-Mail- Henry.Briggs@Waldenu.Edu EDUC- 7109-1

Universal DesignForLearning Presentation

Walden University

Henry Briggs

E-Mail- Henry.Briggs@Waldenu.Edu

Diverse Learners EDUC 7109 1

My name is Henry Briggs, I am an Ed.S. student at Walden University.Universal Design for Learning Presentation1

AbstractUniversal Design for Learning (UDL) as with universal designed architectural buildings is intended to allow classroom instruction access to everyone regardless of the disability. The classroom will be an inclusive classroom that will give all learners the opportunity to acquire knowledge, skills and improve performance. In congruency with Assisted Technology and taking into account diversity and the difference of all learners the Universal Design for Learning will enable all learners to succeed in school. 2

AbstractUniversal Design for Learning (UDL) as with universal designed architectural structures is intended to allow classroom instruction access to everyone regardless of the disability. The classroom will be an inclusive classroom that will give all learners the opportunity to acquire knowledge, skills and improve performance. In congruency with Assisted Technology and taking into account diversity and the difference of all learners the Universal Design for learning will enable all learners to succeed in school 2

Goals3Understand the concepts of Universal Design for Learning

Apply the concepts of Universal Design for Learning to classroom practice

3The goals of this presentation is to give you an understanding Universal Design for Learning concepts and enable you to apply the concepts in your classroom practice.

UD Origin and Definitions4

Consider the needs of the broadest possible range of users from the beginningArchitect, Ron Mace

By following this consideration the instructor creates the bestpossible learning situation for all learners in the classroom.

4Ron Mace, an architect, has a terrific quote - Consider the needs of the broadest possible range of users from the beginningBy following this consideration the instructor creates the bestpossible learning situation for all learners in the classroom.

Universal design for learning integrates accessibility, usability, and research on effective teaching methods. The universal design concept, which began as a way to provide greater access for individuals with physical challenges to the physical world through inclusive architecture and product design, has broadened in scope to include access to computers (assistive technology), access to the internet (web accessibility), and ultimately access to learning on an individual basis. As a framework for inclusive pedagogy, universal design for learning strives to benefit not only students with disabilities, but all students (Colorado State University 2008).5

Universal design for learning integrates accessibility, usability, and research on effective teaching methods. The universal design concept, which began as a way to provide greater access for individuals with physical challenges to the physical world through inclusive architecture and product design, has broadened in scope to include access to computers (assistive technology), access to the internet (web accessibility), and ultimately access to learning on an individual basis. As a framework for inclusive pedagogy, universal design for learning strives to benefit not only students with disabilities, but all students (Colorado State University 2008).5

Universal design first began as a concept to make accessibility for everyone in the physical aspects. This gave the individuals with physical challenges access to buildings by incorporating ramps, elevators and other physical concepts in the design. Another example of universal design is sidewalks that are wheel-chair accessible. These are examples of universal design applied to the physical world.6

Universal design first began as a concept to make accessibility for everyone in the physical aspects. This gave the individuals with physical challenges access to buildings by incorporating ramps, elevators and other physical concepts in the design. Another example of universal design is sidewalks that are wheel-chair accessible. These are examples of universal design applied to the physical world.6

Universal DesignNot one size fits all but alternatives.Designed from the beginning, not added on later as an afterthought.Increases access opportunities for all learnersCreate products and environments that are designed, from the onset, to accommodate individuals with a range of abilities and challenges.

7Universal 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.

Universal DesignExamples of Universal Design for physical space are:RampsCurb CutsElectric DoorsCaptions on TelevisionBuilding and Room Signage with Braille translationEasy Grip Tools

8Examples of Universal Design for physical space are:RampsCurb CutsElectric DoorsCaptions on TelevisionBuilding and Room Signage with Braille translationEasy Grip Tools

The Challenge9Access, participation, and progress in the general education curriculum for all learners. Individuals with Disability Education Act (IDEA 97)

9Current 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.

Origins of Universal Design for Learning (UDL)Definition: Universal Design in Learning is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences.

10CAST is committed to furthering the concepts and applications of UDL. The word "universal" is sometimes misunderstood to suggest that there is a single solution that works for everyone. But the essence of UDL is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles, and preferences. UDL principles draw on brain and media research to help educators reach and teach all students by setting appropriate learning goals, choosing and developing effective methods and materials, and developing accurate and fair ways to assess students' progress. With UDL, each student is addressed as an individual with unique needs, interests, and abilities.

UDL and the Learning Brain Everything we do involves three major networks in the brain: cooking a meal, driving to work, planting a garden, reading a book. Across and within the brain networks, we all have different combinations of strengths and challenges and these differences shape the ways in which we learn and work most effectively. Three networksRecognition network Strategic networkAffective network

11The brain is one large network with smaller specialized networks that perform different tasks. Neuroscientist have identified these smaller networks relative to function as: recognition (enabling individuals to identify and understand information, ideas, and concepts), strategic (enabling individuals to plan, execute, and monitor actions and skills), and affective (enabling individuals to engage with tasks and learning and with the world). Everything we do involves three major networks in the brain: cooking a meal, driving to work, planting a garden, reading a book. Across and within the brain networks, we all have different combinations of strengths and challenges and these differences shape the ways in which we learn and work most effectively.

UDL and the Learning BrainRecognition networks: the what of learning

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

12The Recognition Networks, located in the back of the brain, enable us to identify and interpret sound, light, taste, smell, and touch. For example, when you answer the phone and hear a familiar voice you can easily tell who it is without having the person give his/her name. Another example is recognizing the sound of an emergency vehicle. In a classroom, the recognition networks are essential to learning: students are expected to identify letters, formulas, maps, ideas, cause/effect relationships, etc.Everyday examples of recognition networks in action include identifying ingredients for recipes, telling the difference between shampoo and shaving cream so you can wash your hair, identifying the smell of freshly cut grass, recognizing the sound of pain or joy, etc.

UDL and the Learning BrainStrategic networks: the how of learning

plan, execute, and monitor actions and skills

13The strategic networks are located in the front part of the brain and enable us to plan, execute, and monitor actions and skills. In learning situations, the strategic networks are critical. Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lectureThey work in tandem with recognition networks to learn to read, compute, write, solve problems, plan and execute compositions and complete projects. Everyday examples of the strategic networks in action include cooking a meal, planning an outing, executing a golf swing, driving a car, etc.

UDL and the Learning BrainAffective networks: the why of learningevaluate and set priorities

14The affective networks are located at the core of the brain and enable us to engage with tasks and influence our motivation to learn. They are responsible for developing preferences and establishing priorities and interests.In learning situations, affective networks are essential to wanting to learn. Everyday examples of the affective networks in action include being motivated to get up extra early to wrap presents for a child, wanting to run to the grocery store to shop for a special dinner after a busy day at work, being nervous before a business presentation, etc. Of course, the affective network does not work in isolation from either the recognition or strategic networks.

UDL and the Learning BrainOne must recognize information, ideas, and concepts

One must be able to apply strategies to process the information

One must be engaged

Lev Vygotsky

15The activities of the three brain networks (recognition, strategic, and affective) parallel Vygotskys three prerequisites for learning:One must recognize patterns in perceptual informationOne must have strategies for acting upon the perceived patternsOne must be engaged by the taskLev Vygotsky (1896 1934), a Russian psychologist whose works were released after the Cold War, developed the theory of the Zone of Proximal Development.

UDL and the Learning BrainTask is too difficult for learnerTask is within the primal zone the learner is engagedTask is too easy for learner

Lev Vygotsky

Zone of Proximal Development (ZPD)

16Vygotsky's "zone of proximal development" (ZPD) suggests that learning occurs when there is an appropriate level of challenge and support to learn the task. In classroom learning situations, this means providing learning tasks that are too difficult to do independently, but are within reach with support. The task should stretch the learner past his current level of knowledge. When the task is to difficult the learner will not be engagedWhen the task is within the primal zone the learner is engagedWhen the task is to easy the learner will be bored.

UDL and the Learning BrainAll learners are unique and universal does not mean one size fits all but to make sure the shoe fits is more appropriate and considerations are incorporated to make it fit.

17Understanding the learning brain in terms of recognition, strategic, and affective networks forms a framework for thinking about learner differences. There are no typical or regular education students; categorization by ability or disability does not represent the reality of each students uniqueness.

Principles of UDLThree brain networks are involved in learning

Provide multiple, flexible methods of presentation Provide multiple, flexible methods of expression and apprenticeship Provide multiple, flexible options for engagement

18Given that the three brain networks are involved in learning, that each individual is unique, that learning is multifaceted, and barriers may interfere with ones learning, CAST proposes the following three UDL principles that are formed to minimize barriers and maximize learning through flexibility:Provide multiple, flexible methods of presentation to support recognition learning Provide multiple, flexible methods of expression and apprenticeship to support strategic learning Provide multiple, flexible options for engagement to support affective learning Common to the three principles is flexibility, choice, alternatives, and options. This will take into account the uniqueness of each learner and capitalize on their strengths, preferences, interests, backgrounds, etc.

New Assumptions: UDLStudents with disabilities fall along multiple continuaTypical classes are highly diverseTeacher adjustments benefit all learnersCurriculum needs fixing, not the studentsCurriculum materials must be flexible, varied, and diverseGeneral Education and Special Education teachers plan curriculum

19UDL shifts old assumptions about teaching and learning in fundamental ways.The "universal" in Universal Design for Learning does not imply one optimal solution for everyone. Rather, it means flexibility and alternatives; not one size fits all. Assumptions:Students with disabilities fall along multiple continua of learning differences, rather than in separate categories of disabilities or abilities Typical classes are highly diverse.Teacher adjustments benefit all learners and not just those with disabilities.Curriculum needs fixing, not the students (curriculum materials should be varied and diverse including digital and online resources, rather than centering on a single textbook).Curriculum materials must be flexible, varied, and diverse (instead of remediating students so that they can learn from a set curriculum, curriculum should be made flexible to accommodate learner differences).General education and special education teachers plan curriculum (curriculum planning capitalizes on the collective expertise of the general and special educations teachers).

Questions Which methods of teaching are most effective with the ways that each brain network functions? What kinds of flexibility must instructional materials have to address the uniqueness of each learner?

20Lets look at the methods of teaching that are most effective for each of the three brain networks identified and the kinds of flexible instructional materials needed to address the uniqueness of the learner.

Supporting Recognition LearningProvide alternative formats for presenting information

Provide multiple examples Highlight critical features Provide multiple media and formats Support background context

21Support Recognition Learning by providing alternative formats for presenting information

Provide multiple examples Highlight critical features Provide multiple media and formats Support background context

Recognition: Provide multiple examples K-2 Goal: Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water.Examples of living thingsExamples of non-living things

22This instructional goal focuses on understanding the distinction between living and non-living things. In order to support all learners, it is important to provide multiple examples and non-examples of the concepts being taught.

Recognition: Highlight Critical Features Highlight critical features to identify a bird

Birds have feathers.Birds have wings.Birds have beaks.

Is this a bird?

23In teaching new concepts, learners benefit from pointing out the critical features of the new idea, pattern, or concept. Note in the example, the teacher wants students to be able to identify characteristics of birds, therefore, the teacher explicitly draws the students attention to distinguishing features of birds, i.e. wings, beaks, feathers.

Recognition: Multiple Media & Formats Provide a range of formats and media to ensure access for all

Some disabilities are invisible

24Presenting new information in many formats and media increases options for all learners and consequently increases chances of success for all learners.

Supporting Strategic LearningProvide alternative means for action and expression

Provide flexible models of skilled performance Provide opportunities to practice with supports Provide ongoing, relevant feedbackOffer flexible opportunities for demonstrating skill

25Overview: This section highlights different instructional approaches for teaching skills and strategies, the how of learning.Provide alternative means for action and expression:

Provide flexible models of skilled performance Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities for demonstrating skill

Supporting Affective LearningProvide alternative means for engagement Offer choices of content and tools Offer adjustable levels of challenge Offer choices of rewards Offer choices of learning context

26Overview: This section highlights different instructional approaches for helping students to love learning, the why of learning.Provide alternative means for engagement: Offer choices of content and tools Offer adjustable levels of challenge Offer choices of rewards Offer choices of learning context

The UDL ApproachDiversity is the norm in todays classroomsApplying the UDL principles in education is enabled by:Appropriate goals Flexible and supportive digital materials Flexible and diverse methods, andAccessible and flexible assessments

27Overview: Presents a summary of the UDL approach.

Diversity is the norm and should be anticipated in all aspects of instruction and learning.Applying the principles of Universal Design for Learning in education is enabled by:Appropriate goals for learning and performance (separating means from the goal);Flexible and supportive digital materials usable with new electronic tools for access and learning;Flexible and diverse methods while applying appropriate challenges and support; andAccessible and flexible assessments that measure what needs to be measured.

PERSONAL LEARNING PREFERENCES:Think about the ways you would and would not like to learn to do a task.Recognition networks enable us to identify and understand information, ideas, and concepts. Strategic networks enable us to plan, execute, and monitor actions and skills.Affective networks enable us to engage with tasks and learning and with the world around us.

28Understanding of individual learning preferences as they relate to the three brain networks (recognition, strategic, and affective).

The three brain networks provide a framework for understanding how we learn and what we bring to a particular task or goal. Considering characteristics across the brain networks that each individual brings to a learning task helps us understand learners strengths and interests as well as their challenges. Thinking about learners in light of the three brain networks helps us realize that students do not inherently fall into broad categories such as "disabled" or "bright," but instead possess a range of abilities in many domains that fall along a very large number of continua.

UDL and Digital Media

29Because content and display are separate, the display becomes flexible. An example of within media transformations - same digital text, different font/color/size.With digital text we can go beyond changing font, size, and color. We can actually output it to a tactile display such as Braille. This is an example of "cross-media transformations.

UDL and Digital Media

30With digital text we can go beyond the visual and tactile to an auditory display. The text can be read aloud on demand. This is another example of "cross-media transformations.

UDL and Digital Media

31Even more powerful is the ability to tag (mark) digital text. Here the tags reflect the structure of the document. Using tags, we can specify different ways to display parts like headers and sidebars.We can also tag the semantic elements of a document, and specify how we want those elements displayed. The key questions might all be in red or in large text so they stand out.

UDL and Digital Media

32By using tagging, we can make digital documents smart enough to help students learn. Tags can be used to embed a variety of learning supports, like prompts to stop and predict, summarize, question, or visualize. Research based learning strategies can become part of a text, helping students gain meaning.The advantage of marking/tagging content is that content can be altered to accommodate needs or preferences by teachers and students (with only a small amount of training).

Barriers

Books and other items that are standard for some learners are barriers to others.

The Red Tape which binds the learners from their full potential as learners.

33Traditional media for teaching include speech (lecture format), text (text books, trade books, articles), and images (graphs, charts, diagrams, photographs, videos). These media have shaped the way we teach and are not flexible to address the varied learning needs, strengths, etc. that are represented in todays classroom.Each media may present barriers for some students and provide opportunities for others. Think of todays classrooms: print is the primary vehicle of instruction. This is obviously a barrier for some students. What are the alternatives to print? Not more of the same media, but better, more flexible media that will provide all students an opportunity to learn.Digital media can help overcome the limitations of traditional instructional formats.

UDL Action Plan StepsDefine goals be sure to separate goals from meansDetermine project focusDraft UDL project that can be implemented in the near future, using project template

34In your action plan, consider the following: Set goals that are realistic and that can be accomplished in a timely manner.Be sure to separate the means for achieving the goal from the actual goal this kind of clarity will free you up to be creative about your goals. You will then be able to select the most appropriate methods, materials, and benchmarks for success.

The effectiveness of graphic organizers in facilitating learning support most learners by using the three brain networks. Literature Review Graphic Organizerhttp://www.cast.org/ncac/GO article

Tools to Support UDL:

Graphic Organizers

35

One way to help make a curriculum more supportive of students and teachers is to incorporate graphic organizers. Graphic organizers come in many varieties and have been widely researched for their effectiveness in improving learning outcomes for various students. There are many examples created with Inspiration software and learn the basic functions of the program. This is just one of many ways to create graphic organizers.

36This slide shows an example of a concept map created using Inspiration. Note the capacity of concept mapping software to organize large amounts of information in a visual manner using colors, shapes, symbols, and arrowed links. This particular example represents social studies content, but graphic organizers can be applied across the curriculum in a variety of ways, such as mapping cause and effect, note taking, comparing and contrasting concepts, organizing problems and solutions, and relating information to main ideas or themes.Other examples are available on Inspiration web site

Tools to Support UDL: Text-to-SpeechWhat tools are available?

What content can I use?

How do I find content?

eReader: Hands on

37First, we are going to investigate digital text and text-to-speech technology. We are going to look at some of the available text-to-speech tools, explore where to find and how to use digital content, and then have some hands-on experience with eReader.

Text-to-Speech

What tools are available?What content can I use?How do I find content?eReader: Hands on

Text-to-Speech Tools ReadPlease

CAST eReader

WYNN/ Kurzweil

Many more

38Books and other printed texts are often barriers for diverse learners. There are many different ways to make text more accessible to users. One of these is text-to-speech technology. Text-to-speech, or TTS, makes text audible and provides synchronized highlighting of letters, words, sentences, or paragraphs. Different TTS software programs offer different levels of flexibility. Most allow you to change the size of the text, change the color of the text and/or background, change the speed and pitch of the voice, and select from different voices. Different programs offer different options, but all TTS software programs offer the ability to see and hear text as it is read aloud.The first TTS tool we are going to look at is ReadPlease. This is a free tool that is available for Windows machines. Demonstrate ReadPlease. Show how to change audio preferences such as speed, language, and voice. Illustrate how to change text preferences such as text size and color, highlight color, and background color. Allow participants to try ReadPlease on their machines. Demonstrate similar functions in CAST eReader. This is time for a brief demonstration. Participants will have more time to spend hands-on with eReader later in the session.

Content: Legal IssuesWhat copyright materials can be used in a digital format, and who can use them?

Any copyrighted material can be used in a digitized format by students who have a recognized print based disability, as long as the corresponding book has been purchased for the individual.www.loc.gov/nls/reference/factsheets/copyright.html

39We have discussed the tools and now we need the content to use our new tools. Before we do this we must also discuss the legal issues to consider when using digital text. If a published work is not in the public domain, it is most likely protected by copyright. Any copyrighted material can be used in a digitized format by students who have a recognized print based disability, as long as the corresponding book has been purchased for the individual. The Chafee Amendment is the legislation that makes this legal.

Content: Textbooks for the Blind andPublishers: Call or Email

American Printing House for the Blind www.aph.org

American Foundation for the Blind www.afb.org

Recording for the Blind and Dyslexicwww.rfbd.org

40There are several ways to obtain digital content for TTS programs. First, the instructor should check with the publisher to see if they have already created an accessible digital version. If they do not have digital versions, the next step is to check with the different organizations that serve the blind community: American Printing House for the Blind, American Foundation for the Blind, and Recordings for the Blind and Dyslexic. If they do not have the text you need, they will need quite a bit of time to create it for you. They usually need around up to six months, so you will need to put in your accordingly.

Content: Online Digital TextPublic Domain Libraries

eBook Libraries

Non-copyright materials

41There are other sources for locating digital text. The Internet is a rich resource for finding public domain texts. There are several repositories of public domain materials examples are Project Gutenberg, Internet Public Library, and the University of Virginias Electronic Text Center.

42Current texts, you can use a subscription service like Bookshare. Individuals or schools can pay a fee and set up accounts with Bookshare (or other similar organizations). Documentation of a print-based disability is required, but once registered with the service, learners are able to download as many books as they need.

Scanners & OCRScanners

OCR Software FreeTextBridge ProOmniPage

43Also, you have an option of creating the document yourself. It is time consuming, but worth it.

You will need a scanner. Optical Character Recognition (OCR) software converts the scanned text into a digitized format that a word processing software or text-to-speech engine can read. Most scanners come with free OCR software. This free software will work, but it doesnt usually contain the advanced features found in more expensive software. If you are not scanning a lot, this wont matter. However, if you find you are scanning a lot of material you might consider investing in more powerful.

Advanced features of Microsoft Word Spelling CheckGrammar CheckReadability StatisticsTemplatesHighlightHidden TextAuto SummarizeAuto CorrectAuto Text

Tools to Support UDL:

Using Microsoft Word to Support Diverse Learners

44Overview: This section demonstrates how advanced features of Microsoft Word can be used to support UDL in classroom instruction.The following are advanced features of Microsoft Word 2000 in instruction to improve learning outcomes for diverse learners:Spelling CheckGrammar CheckReadability StatisticsTemplatesTrack ChangesHighlightHidden TextAuto SummarizeAuto CorrectAuto Text

Regulations, Requirements & Interpretation

The Top 11

Federal Legislation

45

Teaching is a demanding profession. There are numerous challenges that teachers face each day: diverse student populations, varied cultural backgrounds and languages of students, mixed ability levels, high standards for all students, accountability systems for all to participate in, and high expectations for all students. Some of these challenges and demands are a result of federal legislation.

Teachers might encounter when working with students with disabilities that require certain actions under federal regulations, but where the course of action might not be clear based on teachers previous knowledge or experiences. The top 11 questions for inquiring minds are next.

1. If an IEP team determines that a learning disabled fifth grader requires a portable word processor in order to meet the goals stated in his IEP, is the student allowed to take the device home?

Federal Legislation Question #1

46Question: 1. If an IEP team determines that a learning disabled fifth grader requires a portable word processor in order to meet the goals stated in his IEP, is the student allowed to take the device home?

Answer: Absolutely; anything recommended by the IEP must be implemented under IDEA97.

2. Is the LEA (Local Education Agency) required to provide and pay for all special services and equipment recommended in the IEP? Federal Legislation Question #2

47Question: 2. Is the LEA (Local Education Agency) required to provide and pay for all special services and equipment recommended in the IEP?

Answer: Yes. Some districts work out cooperative funding arrangements with medical insurance carriers or other agencies (like Voc Rehab), but the LEA is ultimately required to foot the bill.

3. Under IDEA97 [Individuals with Disabilities Education Act Amendments of 1997], which factor takes precedence in determining the placement of a student with special needs the amount of specialized instruction or the degree of inclusion? Federal Legislation Question #3

48Question: 3. Under IDEA97, which factor takes precedence in determining the placement of a student with special needs the amount of specialized instruction or the degree of inclusion?

Answer: The degree of inclusion is given stronger weight.

4. Can a middle school student with a documented disability who is achieving above grade level in all subject areas still receive accommodations and/or assistive technology? Under what regulations? Federal Legislation Question #4

49Question: 4. Can a middle school student with a documented disability who is achieving above grade level in all subject areas still receive accommodations and/or assistive technology? Under what regulations?

Answer: Under current IDEA regulations the student can receive AT and services if a discrepancy between potential and achievement exists, regardless of the students achievement level. This actually conflicts with both Section 504 and the ADA, which require impact in order to be eligible - ergo, if a student is achieving above grade level, wheres the impact?

5. Is it a copyright violation for a school or educational institution to transform (via scanning) a print textbook into an accessible digital version without publisher permission? Federal Legislation Question #5

50Question: 5. Is it a copyright violation for a school or educational institution to transform (via scanning) a print textbook into an accessible digital version without publisher permission?

Answer: No, not under the Chafee Amendment.

6. In a postsecondary setting, does a student with a documented disability automatically qualify for accommodations? Federal Legislation Question #6

51Question: 6. In a postsecondary setting, does a student with a documented disability automatically qualify for accommodations?

Answer: No, needs to demonstrate impact and be otherwise qualified.

7. A college freshman with an extensive history of behavioral and adjustment difficulties throughout K12 wants to register with a college DSS office and receive accommodations based on her behavioral needs what accommodations is she entitled to? Federal Legislation Question #7

52Question: 7. A college freshman with an extensive history of behavioral and adjustment difficulties throughout K12 wants to register with a college DSS office and receive accommodations based on her behavioral needs what accommodations is she entitled to?

Answer: None - behavioral and adjustment difficulties are not considered a disability at the postsecondary level.

8. A postsecondary student with documented learning disabilities requests tutorial support in order to meet foreign language requirements. Is he entitled to this under Section 504 or the ADA [American with Disabilities Act]? Federal Legislation Question #8

53Question: 8. A postsecondary student with documented learning disabilities requests tutorial support in order to meet foreign language requirements. Is he entitled to this under Section 504 or the ADA?

Answer: No, the ADA and Section 504 require the provision of equitable access - tutorial support is remediation.

9. Are K-12 institutions required to locate, identify and remediate students with disabilities? Are post-secondary i.e. colleges and universities ? Federal Legislation Question #9

54Question: 9. Are K-12 institutions required to locate, identify and remediate students with disabilities? Are post-secondary i.e. colleges and Universities?

Answer: K-12 yes, postsecondary - no

10. Under IDEA 97, what is the per pupil dollar limit (i.e., the amount the district is required to spend) for assistive technology devices and services? Federal Legislation Question #10

55Question: 10. Under IDEA 97, what is the per pupil dollar limit (i.e., the amount the district is required to spend) for assistive technology devices and services?

Answer: No dollar limit.

11. Can the parent of a fifth grader with documented special needs request that her child be provided with digital versions of all essential curriculum materials? Federal Legislation Question #11

56Question: 11. Can the parent of a fifth grader with documented special needs request that her child be provided with digital versions of all essential curriculum materials?

Answer: Yes, under IDEA97, Section 504 and the ADA.

Assistive Technology (AT)Application of a range of tools, electronic and other, to provide access to otherwise inaccessible learning tasks or environments. Tools employed to assist individuals to overcome existing barriers in the learning environment.

57UDL has much the same goals as the field of AT increasing the access, participation and achievement of students with disabilities in our institutions. The approaches differ, however, in important ways.AT is the application of electronic and other tools, or the assistance of classroom aides and test readers and scribes to the task of providing access to otherwise inaccessible learning tasks or environments.AT is what most people think of when they imagine the role of technology for students with disabilities. AT is a set of tools employed to assist individuals in overcoming the barriers that exist in their environment. In UDL, instructors create learning environments that, by design, do not contain barriers, nor require technology, aides, or other add-on solutions.

Assistive Technology (AT)Low-techCanesWheelchairsEyeglassesMagnifying glassHigh-techSwitchesAlternative keyboardsScreen enlargersText-to-speechElectronic sign-language dictionariesCochlear implantsCalculatorsSpellcheckers

58Low-tech AT (like canes, wheelchairs, eyeglasses) have been in place for a century.The addition of high-tech assistive technologies over the last two decades (e.g. electronic mobility switches and alternative keyboards for individuals with physical disabilities, computer-screen enlargers and text-to-speech readers for individuals with visual disabilities, electronic sign-language dictionaries and cochlear implants for individuals with hearing disabilities, calculators and spellcheckers for individuals with learning disabilities, etc.) has provided the most dramatic impact on education and captured the imagination of the public.

Both AT and UDL are essential and together are powerful

Relying on AT alone is limiting

UDL increases usability for everyone and done from the beginning do not contain barriers

Universal Design for Learning & Assistive Technology

59Both AT and UDL are essential. Students with disabilities will continue to need assistive technologies such as wheelchairs, visual aids, and augmented communication devices. However, relying exclusively on AT is expensive, time consuming and self-limiting. UDL is a movement that seeks to involve curriculum developers, instructors and institutions in employing curricula and learning environments that are created from the outset to make learning accessible to highly diverse learners. The focus of UDL is on the learning environment rather than any particular student. Fortunately, anticipating the learning needs of people with disabilities increases usability for everyone.

60Addressing Diversity

A graphic organizer will be presented to the students as a visual representation of the course for the students that are visual learners. student achievement lesson a.mmGraphic organizers site. To help visualize thoughts on problem.http://www.eduplace.com/graphicorganizer/

For students that have difficulty reading a free text to voice application site will be provided. **http://www.naturalreaders.com/download.htm**

Language translator software for students that are more comfortable reading or listening to other languages.

Sites to build communities of inquiry such as blogger. https://www.blogger.com/

Computer basics tutorial for students that are not familiar with computers. http://www.jegsworks.com/Lessons/lessonintro.htm

Graphic organizer examples so students will visualize their thought process. http://www.eduplace.com/graphicorganizer/

National Library Service for the Blind and Physically Handicapped, The Library of Congress. Individual application for Free Library Service. http://www.loc.gov/nls/pdf/digiappenglish.pdfAvailable items:Headphones where speakers are not permittedPillow speaker for readers confined to bedAmplifier for readers with profound hearing lossRemote control unit for readers confined to be or limited mobilityBreath switchExtension leversBraille printed matter including books, journals, magazines, etc.Recorded books, journals, magazines, etc.And many other minor equipment and adapted materials to accommodate.

If you are having difficulty reading; please download free natural reader at: **http://www.naturalreaders.com/download.htm** . You can then move the mini-board to the page you wish to listen to and highlight the text and push play button on natural reader mini board.

Helping students with disabilities resources: http://www2.ed.gov/teachers/needs/speced/edpicks.jhtml

Helping students with other special needs [gifted, migrant, etc]: http://www2.ed.gov/teachers/needs/speced/edpicks.jhtml

Addressing Diversity

A graphic organizer will be presented to the students as a visual representation of the course for the students that are visual learners. student achievement lesson a.mmGraphic organizers site. To help visualize thoughts on problem.http://www.eduplace.com/graphicorganizer/

For students that have difficulty reading a free text to voice application site will be provided. **http://www.naturalreaders.com/download.htm**

Language translator software for students that are more comfortable reading or listening to other languages.

Sites to build communities of inquiry such as blogger. https://www.blogger.com/

Computer basics tutorial for students that are not familiar with computers. http://www.jegsworks.com/Lessons/lessonintro.htm

Graphic organizer examples so students will visualize their thought process. http://www.eduplace.com/graphicorganizer/

National Library Service for the Blind and Physically Handicapped, The Library of Congress. Individual application for Free Library Service. http://www.loc.gov/nls/pdf/digiappenglish.pdfAvailable items:Headphones where speakers are not permittedPillow speaker for readers confined to bedAmplifier for readers with profound hearing lossRemote control unit for readers confined to be or limited mobilityBreath switchExtension leversBraille printed matter including books, journals, magazines, etc.Recorded books, journals, magazines, etc.And many other minor equipment and adapted materials to accommodate.

If you are having difficulty reading; please download free natural reader at: **http://www.naturalreaders.com/download.htm** . You can then move the mini-board to the page you wish to listen to and highlight the text and push play button on natural reader mini board.

Helping students with disabilities resources: http://www2.ed.gov/teachers/needs/speced/edpicks.jhtml

Helping students with other special needs [gifted, migrant, etc]: http://www2.ed.gov/teachers/needs/speced/edpicks.jhtml

60

61Quotations on Differences and Diversity:

Differences challenge assumptions. - Anne Wilson Schaef

As long as the differences and diversities of mankind exist, democracy must allow for compromise, for accommodation, and for the recognition of differences. - Eugene McCarthy

One day our descendants will think it incredible that we paid so much attention to things like the amount of melanin in our skin or the shape of our eyes or our gender instead of the unique identities of each of us as complex human beings. - Franklin Thomas, in Gloria Steinem, Outrageous Acts and Everyday Rebellions, 1983

The price of the democratic way of life is a growing appreciation of people's differences, not merely as tolerable, but as the essence of a rich and rewarding human experience. - Jerome Nathanson

We have become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams. - Jimmy Carter

If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse human gift will find a fitting place. - Margaret Mead

Non-cooperation is a measure of discipline and sacrifice, and it demands respect for the opposite views. - Mohandas K. Gandhi

Human diversity makes tolerance more than a virtue; it makes it a requirement for survival. - Rene Dubos, Celebrations of Life, 1981

Ultimately, America's answer to the intolerant man is diversity, the very diversity which our heritage of religious freedom has inspired. - Robert F. Kennedy

To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others. - Tony Robbins

Quotations Reference: http://www.wisdomquotes.com/cat_diversity.html

Quotations:

Differences challenge assumptions. - Anne Wilson Schaef

As long as the differences and diversities of mankind exist, democracy must allow for compromise, for accommodation, and for the recognition of differences. - Eugene McCarthy

One day our descendants will think it incredible that we paid so much attention to things like the amount of melanin in our skin or the shape of our eyes or our gender instead of the unique identities of each of us as complex human beings. - Franklin Thomas, in Gloria Steinem, Outrageous Acts and Everyday Rebellions, 1983

The price of the democratic way of life is a growing appreciation of people's differences, not merely as tolerable, but as the essence of a rich and rewarding human experience. - Jerome Nathanson

We have become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams. - Jimmy Carter

If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse human gift will find a fitting place. - Margaret Mead

Non-cooperation is a measure of discipline and sacrifice, and it demands respect for the opposite views. - Mohandas K. Gandhi

Human diversity makes tolerance more than a virtue; it makes it a requirement for survival. - Rene Dubos, Celebrations of Life, 1981

Ultimately, America's answer to the intolerant man is diversity, the very diversity which our heritage of religious freedom has inspired. - Robert F. Kennedy

To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others. - Tony Robbins

Quotations Reference: http://www.wisdomquotes.com/cat_diversity.html

61

62I thank the CAST organization for their many resources. In addition, I thank you very much for your attention to this presentation on Universal Design for Learning.

Henry Briggs

I thank the CAST organization for their many resources. In addition, I thank you very much for your attention to this workshop on Universal Design for Learning.

Henry Briggs62

63References:

The Access Center. Universal Design for Learning. Improving Outcomes for All Students K-8. The Access Center.. CAST. http://www.cast.org on 7/13/10American Printing House for the Blind. www.aph.org on 7/15American Foundation for the Blind. www.afb.orgBookshare www.bookshare.orgChafee Amendment. http://www.loc.gov/nls/reference/factsheets/copyright.htmlChildrens Literature Web Guide http://www.acs.ucalgary.ca/~dkbrownComparing Piaget and Vygotsky. Educational Psychology. http://www.education.uiowa.edu/resources/tep/eportfolio/07p075folder/Piaget_Vygotsky.htmCopyright Central http://www.copyrightcentral.org/Copyright and fair use guidelines for teacher http://www.mediafestival.org/copyrightchart.htmlDiversity Quotations Reference: http://www.wisdomquotes.com/cat_diversity.html eReader http://www.cast.org/ereader eText Spider. CAST. http://www.cast.org/udl/index.cfm?i=1300Freedom Scientific Text-to-Speech Tools. http://www.cast.org/research/udl Graphic Organizer. http://www.eduplace.com/graphicorganizer/Graphic Organizer.. CAST.. http://www.cast.org/ncac/GO articleGraphic Organizers a literature review. Tracey Hall and Nicole Strangman. http://www.cast.org/ncac/index.cfm?i=3015 7/13/10.IDEA 97 Regulations. http://www2.ed.gov/offices/OSERS/Policy/IDEA/regs.html on 7/7/10Inspiration. http://www.inspiration.com/tutorials/index.cfm?fuseaction=insp 7/12/10.Internet Public Library http://www.ipl.org on 7/14/10Japanese Technical Engineer with Cerebral Palsy Works Effectively and Productively Using Her Computer, Assistive Technology, and Built-in Windows Accessibility Options Case Study of Ayakao Nakaura. http://www.microsoft.com/enable/casestudy/oki.aspx The Jigsaw Classroom http://www.jigsaw.org/ 7/10/10.The K-8 Access Center at AIR http://www.k8accesscenter.org on 7/9/10Legal Issues. www.loc.gov/nls/reference/factsheets/copyright.html on 7/12/10

Thank you to all my references (Page 1 of 2). 63

64References Continued

National Center on Accessible Instructional Materials. http://aim.cast.org on 7/13/10 National Library Service for the Blind and Physically Handicapped, The Library of Congress. Individual application for Free Library Service. http://www.loc.gov/nls/pdf/digiappenglish.pdf on 7/11/10Natural Reader . **http://www.naturalreaders.com/download.htm** on 7/12/10No Child Left Behind. U.S. Department of Education. http://www2.ed.gov/policy/elsec/leg/esea02/index.html on 7/10/10Overview of ADA, IDEA, and Section 504: Update 2001 http://ericec.org/digests/e606.html on 7/5/10 NLS Factsheets: Copyright Law Amendment, 1996: PL 104-197 http://www.loc.gov/nls/reference/factsheets/copyright.html 7/7/10Professional Development Resource Center. http://www.inspiration.com/prodev/index.cfm on 7/11/10Project Gutenberg http://promo.net/pg/ on 7/7/10Recording for the Blind and Dyslexic. www.rfbd.org on 7/6/10Seven architectural Universal Design Principles .http://www.design.ncsu.edu/cud/univ_design/princ_overview.htm 7/8/10 Office of Special Education Programs (OSEP). U.S. Department of Education. http://www2.ed.gov/about/offices/list/osers/osep/index.html on 7/10/10OmniPage. Optical Character Recognition (OCR). http://www.scansoft.com/omnipage/7/6/10TextBridge Pro. Optical Character Recognition (OCR). http://www.scansoft.com/textbridge/ 7/6/10UDL Toolkits: Digital Content in the Classroom. http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=41 on 7/8/10United States Copyright Office http://www.loc.gov/copyright/ 7/9/10Using UDL to Set Clear Goals http://www.cast.org/teachingeverystudent/ideas/tes/chapter5.cfm7/8/10Universal Design for Learning (UDL). CAST. http://www.cast.org/udl on 7/7/10Universal Design Principles .Ron Mace . http://www.design.ncsu.edu/cud/center/history/ronmace.htm on 7/7/10Universal Library http://www.ul.cs.cmu.edu/html/index.html on 7/9/10University of Virginia Electronic Text Center http://etext.lib.virginia.edu on 7/7/10

References Continued64