Universal Design for Learning : Accessibility Awareness in Louisiana By Desiree Devereaux of SOWELA...
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Universal Design for Learning: Accessibility Awareness in Louisiana By Desiree Devereaux of SOWELA Technical Community College, in collaboration with the UDL Action Team of the LA Board of Regents
Transcript of Universal Design for Learning : Accessibility Awareness in Louisiana By Desiree Devereaux of SOWELA...
Universal Design for Learning:
Accessibility Awareness in Louisiana
By Desiree Devereaux of SOWELA Technical Community College, in collaboration with the UDL Action Team of the LA Board of Regents
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What is Universal Design?
• Universal Design began as an architectural concept that sought ways to make buildings, streets, parks and other facilities accessible for all people to the fullest extent possible, without the need for adaptation.
From this …
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… to this
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What is UDL?• Universal Design for Learning is a paradigm for teaching,
learning and assessment that draws on new brain research and new media technologies to respond to individual learner differences.
• The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts.
• The "universal" in universal design does not imply one optimal solution for everyone. Rather, it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress.
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Brain Research
• Learning is distributed across three interconnected networks:
– Recognition Networks – Strategic Networks – Affective Networks
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Brain Research (continued)
● Recognition networks are specialized to sense and assign meaning to patterns we see; they enable us to identify and understand information, ideas, and concepts.
● Strategic networks are specialized to generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills.
● Affective networks are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us.
•Why of learning •How of Learning •What of learning
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Principles of UDL● Given that 1) the three brain networks are involved in
learning, (2) each individual is unique, (3) learning is multifaceted, and (4) barriers may interfere with one’s learning … the following three UDL principles 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 are flexibility, choice, and alternative options.
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Four main benefits*• Economic: Learning materials with flexible options serve
a broad audience and prove to be more cost effective than retrofitting;
• Legal: In alignment with the Americans with Disabilities Act, the Individuals with Disabilities Education Act, and No Child Left Behind;
• Ethical: Digital technology makes it possible to create flexible options within the curriculum that can adjust to students with varied learning needs;
• Efficacy: Designs that meet the needs of the most challenging consumer also tend to meet the needs of ALL consumers.
* From The Center for Applied Special Technology www.cast.org
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Higher Ed … UDL to UDI• UConn faculty approached the task of applying
Universal Design to college instruction through the framework of the seven principles developed by the NCSU Center for Universal Design
• They delineated considerations for the "usability of an environment" based on a broad spectrum of human abilities, including vision, hearing, speech, body function, mobility, and cognition.
• Their intent was to examine college instruction in light of these principles, and to take a more in-depth look at what might constitute UD in an instructional environment.
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Nine Principles of UDI
• Equitable use
• Flexibility in use
• Simple and intuitive
• Perceptible information
• Tolerance for error
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Nine Principles of UDI (continued)
• Low physical effort
• Size and space for approach and use
• A community of learners
• Instructional climate• Note: From “Principles of Universal Design for Instruction” by Sally Scott, Joan McGuire and Stan
Shaw, Center on Postsecondary Education and Disability, University of Connecticut. Copyright 2001. Reprinted with permission.
• http://www.facultyware.uconn.edu/files/UDI_principles.pdf
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How is UDI being implemented?
• Putting a syllabus and other course materials online
• Accessibility Websites
– http://www.facultyware.uconn.edu/home.cfm – http://www.webaim.org– http://www.washington.edu/accessit/index.php
• Application of UDI to ESL Teaching
– http://iteslj.org/Techniques/Strehorn-UID.html
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Louisiana’s UDL/UDI initiative
• Began statewide with La. Department of Education – Online training course for K-12 teachers and
administrators and two- or three-day face-to-face professional development opportunities.
• La. Board of Regents in sixth year of involvement– UDL Workshop, April 2007 (5th year)– Hands-on, two-day trainings for webmasters– Accessibility Awareness Week, Governor’s proclamation– UDL Action Team
• Establishing protocol of policies, procedures, and guidelines for implementing UDL.
• Establishing a UDL professional development training course for post-secondary faculty and administrators.
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LA’s UDL/UDI initiative (continued)
• Goals: – All post-secondary faculty in the state, from both
public and private institutions, will undergo UDL professional development training
– All websites under the aegis of the Louisiana Board of Regents or Louisiana Board of Education will meet the standards of compliance with universal accessibility guidelines
– Louisiana’s UDL website will be a comprehensive national clearinghouse for information and resources
– UDL website: http://udl.mcneese.edu
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K-20 UDL Training Modules
Module 1: Defining UDL and Relating it to Technology Use for All Students
Module 2: Exploring Technology Resources
Module 3: Analyzing Lesson Plans
Module 4: Raising Awareness and Promoting Advocacy
Intended to introduce educators/administrators to the roles technology might play in providing greater access to learning for all students
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Key Points to Take Away• It is not about what
individual students can or cannot do—it is about what barriers individual students might encounter—it is about the curriculum and the accessibility of the curriculum.
• UDL is not intended as a one-size-fits-all solution; it is intended to provide flexibility in a curriculum to reach a broader range of students (not all students).
• Digital media makes the flexibility and multiple options feasible and attainable.
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Where do we go to start?• To find templates and directions for
planning to apply UDL to curricula at your institution or at the system level, go to
http://www.cast.org/teachingeverystudent/tools/systemicchange.cfm
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Where do we go to start? (cont’d.)
To find initial training for key individuals, go to
• AccessIT: Introduction to Accessible Information Technology in Education (http://access-it-online.info/public/welcome.asp)
• Bridging the Gap through Universal Design for Learning--A 6-week online course which will provide an introduction to the components of Universal Design for Learning, the legal mandates for accessibility, and strategies for implementation and instruction. (Contact:[email protected] )
• CAST (http://www.cast.org/pd/index.html)
• Disability Law Resource Project (http://www.dlrp.org/html/Training/upcoming.html)
• EASI (http://www.rit.edu/~easi/)
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Where do we go to get material for courses?
• MERLOT! (http://www.merlot.org/merlot/index.htm)
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Resources
• http://udl.mcneese.edu
• http://www.cast.org
• http://www.design.ncsu.edu/cud/
• http://www.facultyware.uconn.edu/home.htm
• http://www.webaim.org
• http://www.washington.edu/accessit/index.php
• http://www.washington.edu/doit/
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Contact information
• Desiree Devereaux, M.Ed.+30, B.A., C.O.I.
SOWELA Technical Community College
3820 Sen. J. Bennett Johnston Avenue
Lake Charles, LA 70615
337.491.2071
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Special thanks to:• Kathleen Gay, of Bossier Parish Community College, for
her extensive assistance in this presentation
• Quentina Timoll, of the Louisiana Center for Educational Technology, for her extensive assistance in this presentation
• Diane Didier, of the Louisiana Board of Regents, for her guidance, direction, and support of the Louisiana UDL Initiative
• Mike Abbiatti, Associate Commissioner for Information and Learning Technology for the Louisiana Board of Regents, for his vision and unending quest for comprehensiveness and excellence in meeting the needs of all learners
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Universal Design for Learning:
Accessibility Awareness in Louisiana
By Desiree Devereaux of SOWELA Technical Community College, in collaboration with the UDL Action Team of the LA Board of Regents
