Steven E. Brown, Professor (retired); Affiliate Facultysebrown@hawaii.edu

Center on Disability Studies, University of HawaiiAUCD Diversity and Inclusion Fellow

Pacific Rim Conference Week Post-ConferenceInclusive Education Institute

May 20, 2015

Universal Design for Learning

Universal Design for Learning (UDL)Learning Objectives

1. Learn the nuts and bolts of the Universal Design for Learning (UDL);

2. How to apply UDL principles and guidelines to curriculum and instruction; and

3. How UDL can be translated into practice through flexible methods, materials and assessments.

Universal Design is the design of products and environments to be usable by everyone, to the greatest extent possible, without the need for adaptation or specialized design.

Setting the Stage: Universal Design

Ron Mace, who developed the concept and term Universal Design.

http://www.ist.hawaii.edu/modules/udl/

UDL

Moving from Universal Design to Universal Design for Learning

“[Universal Design for Learning] UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.” (National Center on Universal Design for Learning, http://www.udlcenter.org/aboutudl/whatisud)l

• Designs and implements curricula that enables all individuals to gain knowledge.

UDL Framework

• UDL supports learning and reduces barriers to the curriculum.

UDL Supports

• Proactively meets the needs of diverse learners.

UDL Best Practices

Why Universal Design for Learning?

Hearing loss Mobility loss

Mobility

Learning Disability (LD)Traumatic Brain Injury (TBI)AutismADD/ADHDPsychiatric DisabilityChronic Illness

Vision lossSensory

Hidden Disabilities

Diverse Learners

Blind man walking with the aid of a white cane

A sign that indicates a hearing loss

Disability Logo

To provide multiple ways for students to express what they know and what they have learned.

Expression

To provide multiple ways of representing materials for diverse learning needs.

Representation

To provide multiple ways to engage students’ interests, maintaining motivation, and challenging environments.

Engagement

Three Principles of UDL

Faculty Benefit by:• Ability to reach a diverse population

without needing to modify course requirements/expectations.

• Tools to consider how and what to teach in a systematic and structured

manner.• Opportunity to examine teaching

effectiveness in light of reappointment,

tenure and promotion process.

A professor teaching a student using a wheelchair

Benefits to Students and Faculty

• .

Students Benefit By:• Greater access to course content.• Greater opportunities for achievement.• Greater satisfaction with the learning

process.A group of students holding each other

LectureA man standing in front of a classroom.

Video

A woman running towards a monitor.

AudioA black IPod.

Digital MaterialsA Kindle, a digital book.

Group

A group of women having a discussion.

Examples of Multiple Means of Representation

Information and content is presented in a variety of ways

Written Presentation: For those who want a more traditional learning experience.

Link to a Recording: A student can record themselves using video or audio only along with a presentation.

Oral Presentation: Can be done face-to-face or at a distance in a synchronous format. Ex. Using Elluminate, Wimba, or other educational software.

PowerPoint Project: Presentations can be done face-to-face or at a distance either synchronously or asynchronously.

VoiceThread: Collaboration with video recordings http://voicethread.com/

YouTube Video: A student can create a video, upload it to YouTube, caption it, then provide the link or post it.

YouTube Video

VoiceThread

Book Builder PPT Project

Oral Presentation

Link to a Recording

Written PresentationA head with arrows depicting many choices for assignment delivery.

Examples of Multiple Means of ExpressionsInformation from students may be shared in a variety of ways

Book Builder: Create, share, publish, and read digital bookshttp://bookbuilder.cast.org/

ToonDoo

ToonDoo: Create Comic Stripshttp://www.toondoo.com/

A woman typing on a laptop.

Lab Demonstrations

A professor demonstrating an experiment.

Examples of Multiple Means of EngagementMany methods for students to learn

Individual Module Exercises

A circle of people working on their computers and they are connected to the globe by different colors lines.

Virtual Fieldtrips

APPLICATION

http://udlseries.udlcenter.org/presentations/udl_implementation.html?plist=implement

Need for UDL to be part of Organizational Culture

1. Implementing UDL systemically cannot be driven by only 1 individual

2. Leadership must be committed, but cannot only be leadership, must be organizational strategy, that doesn’t change when leaders transition

3. Takes time to build shared ownership and sustainability

From UDL Implementation: A Process of Change: http://udlseries.udlcenter.org/presentations/udl_implementation.html?plist=implement

Who Are the UDL Guidelines For?

1. Instructional Designers creating curriculum, lesson, activity, any aspect of curriculum

2. Teachers implementing curriculum

3. Assessing current practices

4. Learning Communities

5. Students

“learning instrument: a guide for self-reflection and the revision of teaching practices.”

http://udltheorypractice.cast.org/reading?13

From Meyer, Rose and Gordon, Universal Design for Learning: Theory and Practice

Practice

PREPARE LESSON PLAN OF YOUR CHOICE USING UDL

REQUIREMENT: USE ALL 3 PRINCIPLES

SHARING1. WHAT DID YOU DO?

2. HOW DID YOU USE THE 3 PRINCIPLES?

3. WAS IT FUN FOR YOU TO DO?

4. SHARE AT LEAST 3 WAYS STUDENTS WILL HAVE FUN WITH THIS LESSON?

• CAST: www.cast.org

• National Center for Universal Design for Learning: Universal Design for Learning Series. http://udlseries.udlcenter.org/

• Students with Disabilities as Diverse Learners: http://www.ist.hawaii.edu, many UDL resources

• Universal Design for Learning Implementation and Research Network: http://udl-irn.org/

• Zeff, R. “Four Ways to Incorporate Universal Design for Learning into Your Assignment Instructions:”

http://gwired.gwu.edu/dss/Newsletters/Fall05UDL/

Universal Design for Learning Resources

References

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

Meyer, A., Rose, D. H. and Gordon, D. (2014). Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST Inc. See: http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice

Nelson, L.L. & Basham, J.D. (2014). A blueprint for UDL: Considering the design of implementation. Lawrence, KS: UDL-IRN. Retrieved from http://udl-irn.org.

Teaching all Students, Reaching all Learners Website: http://www.ist.hawaii.edu

Universal Design for Learning Module:http

://www.ist.hawaii.edu/modules/udl/

For More Information

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