UNIVERSAL DESIGN FOR LEARNING FOR EARLY CHILDHOOD June 13, 2014 Gary Glasenapp [email protected]...
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Transcript of UNIVERSAL DESIGN FOR LEARNING FOR EARLY CHILDHOOD June 13, 2014 Gary Glasenapp [email protected]...
UNIVERSAL DESIGN FOR LEARNING FOR EARLY CHILDHOOD
June 13, 2014
Gary Glasenapp
Teaching Research Institute
Center on Early Learning
Western Oregon University
1
Housekeeping Details2
Webinar recorded and available www.centeroninclusion.org/clearinghouse2.htm
Questions
Evaluations (Survey Gizmo)
Certificates
OECIC Webinar Series3
April 25, 2014 Oregon’s QRIS and Supporting Children with
Disabilities and their Families
May 16, 2014 CCR&R and Inclusion
June 13, 2014 Universal Design for Learning
June 20, 2014 Response to Intervention
Today’s Webinar Outcome4
Participants will have an understanding of universal design for learning and how it applies to early childhood settings.
Session Topics5
What is universal design for learning and why it is important
How universal design for learning applies to early childhood
Universal design guidelines and examples
Universal Design Terminologyhttp://cast.org/udl/faq/index.html
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• Refers the movement in architecture and product development that aims to create places or things that are accessible to as many people as possible, including those with disabilities.
Universal Design
• When applied to education, the term "universal design" generally concerns eliminating physical barriers to educational places or materials.
Universal Design in Education
• Proactively planning ways to provide cognitive as well as physical access to the curriculum.
Universal Design for Learning
Universal Design for Learning Definition9
A scientifically valid framework for guiding educational practice that:
(A) Provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in ways students are engaged; and
(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.
Higher Education Opportunity Act of 2008 (HEOA)
Universal Design for Learning Definition from CEC
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“The design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities”
Council for Exceptional Children
What is Universal Design for Learning?11
A set of principles for curriculum development that gives all individuals equal opportunities to learn
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
http://www.cast.org/research/udl
Universal Design for Learning
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Designed from the onset to meet the needs of all children
“Designing for the margins” benefits all learners
Diversity is normal and predictable – need to plan for diversity
Universal Design for Learning
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More ways for children to access learning opportunities….
participate in learning opportunities….
demonstrate learning….
Results in more equitable access to the general education curriculum for ALL learners
Goals of Universal Design for Learning14
Improve access, participation and achievement
Eliminate or reduce physical and academic barriers
Value diversity through proactive design
Universal Design for Learning in Early Childhood
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UDL in early childhood is…
intentional design of early intervention programs that enable all children to access, engage in, and learn
designing early education environment settings so all children may access and engage in all learning opportunities based on their individual strengths and abilities in multiple ways.
Conn-Powers, Cross, Traub, Hutter-Pishgahi (2006). The universal design of early education: Moving forward for all children. Online: http://www.iidc.indiana.edu/styles/iidc/defiles/ECC/SRUD-MovingForwardArticle.pdf
Why is UDL Necessary?17
Individuals bring variety of skills, needs, and interests to learning
Need to address 3 primary brain networks
http://www.cast.org/udl/index.html
Recognition“What”
(Representation)
• How learners gather facts and categorize what they see, hear and read.
Strategic“How”
(Action & Expression)
• How learners organize and express their ideas.
Affective“Why”
(Engagement)
• How learners get engaged and stay motivated.
• How learners are challenged, excited or interested.
Why Universal Design for Learning?
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The universal design of early learning “suggests that instead of creating a curriculum and then adapting it to meet the needs of individual children in the program, it is better to start off with an instructional design which provides learners with a variety of ways to access and process information and demonstrate what they have learned.”
Blagojevic, Twomey, & Labas. 2002. Universal design for learning: From the start. Orono, ME: University of Maine. Online:www.ccids.umaine.edu/facts/facts6/udl.htm.
Why Universal Design for Learning?
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UDL… stresses the importance of planning learning
environments and activities for diverse populations
is creating universally designed settings in which all children and their families can participate and learn
improves educational outcomes for ALL children by ensuring meaningful access to the curriculum within an inclusive learning environment
Universal Design for Learning Principles21
Principle 1: Provide multiple means of representation – give learners multiple ways of acquiring information and knowledge. (The “what” of learning)
Principle 2: Provide multiple means of action and expression – provide learners alternatives for demonstrating what they know. (The “how” of learning)
Principle 3: Provide multiple means of engagement – to tap into learners’ interests, offer appropriate challenges, and increase motivation. (The “why” of learning)
National Center on Universal Design for Learning http://www.udlcenter.org/
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Principles Guiding the Universal Designof Early Education
Conn-Powers, Cross, Traub, Hutter-Pishgahi (2006). The universal design of early education: Moving forward for all children. Online: http://www.iidc.indiana.edu/styles/iidc/defiles/ECC/SRUD-MovingForwardArticle.pdf
• Enables all children to have access and equitable opportunities for full participation
• Includes structures, permanent and moveable equipment and furnishings, storage and materials
Physical Environment
• All children, regardless of health status or condition, have ongoing access to learning
Health and Safety
• Offers all children equitable access and full membership in the social-emotional life of the group, and it supports their social-emotional development
Social-Emotional
Environment
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Principles Guiding the Universal Designof Early Education
Conn-Powers, Cross, Traub, Hutter-Pishgahi (2006). The universal design of early education: Moving forward for all children. Beyond the Journal, Young Children on the Web. September 2006.
• Gives all children equitable access to learning activities through information and activities in multiple formats and multiple means for engagement, expression, and learning
• Includes the curriculum, teaching practices, materials and activities
Teaching Environment
• Provide multiple approaches to find out what children know and can do to access individual learning, development, and educational progress
Individual Assessment and
Program evaluation Practices
• Supports the equitable access and engagement of all families in the full range of experiences
• Includes ongoing communication, learning activities, and program involvement activities
Family Involvement
Practices
UDL Examples – Multiple Means of Representation (Acquiring Information and Knowledge)
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Present information and content in a variety of ways Auditory, visual, tactile
Songs/music, pictures/photos, visuals, pair visuals with words, assistive technology, sign language
Have a variety materials Objects/items of different sizes, shapes,
textures, colors
UDL Examples – Multiple Means of Expression (How Children Demonstrate Learning)
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Verbally
In writing
Pointing/touching
Assistive technology (switches)
UDL Examples – Multiple Means of Engagement (Stimulating Interest and Motivation)31
Relevant materials/items
Relevant activities
Multiple choices/options
Multiple opportunities for peer collaboration and sharing
UDL Resources33
National Center on Universal Design for Learning (at North Carolina State University) http://www.udlcenter.org/
Center for Applied Special Technology (CAST) www.cast.org
Building Inclusive Child Care – Universal Design for Learning video. www.northampton.edu/early-childhood-education/partnerships/building-inclusive-child-care.htm
UDL Resources34
Building Inclusive Child Care – Questions to Consider in UDL Observations of Early Childhood Environments and Early Childhood Inclusion/Universal Design for Learning Checklist http://www.pakeys.org/uploadedContent/Docs/Higher%20Ed/CunconanLahr%20Kennedy%20Stifel%20Universal%20Design%20for%20Learning%20handout%202.pdf