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Universal Design for Learning (UDL)
Overview
Presented by: Kathy GomesRegional Special Education Technical Assistance Support Center, Coordinator
Essential Questions
1. What is Universal Design for Learning?
2. How does UDL align with implementing the Common Core Standards (and other standards)?
3. How can UDL support the success of all students and student subgroups?
Building Background Knowledge
Engagement Routines
elbow partners
arm raise signal – finish thought and attend to me
count off
share out – loud voice
CFU
Essential Questions
1. What is Universal Design for Learning?
2. How does UDL align with implementing the Common Core Standards?
3. How can UDL support the success of all students and student subgroups?
CFU – Tell your elbow partner how these relate to your work.
Building Background Knowledge - Vocabulary
Scaffolding
Differentiated Instruction
Accommodation
Modification
Specially Designed
Instruction
Explicit Instruction
Assistive Technology
Old School
Retrofit Solution
Universal Design
CFU – What are other examples of UD? Who can use them?
Universal Design for LearningCAST (Center for Applied Special Technology, 1984) www.cast.org
Assumptions: Diversity is the norm (Universal Variability)
It’s not the students who are “broken” - it’s the curriculum
Video UDL at a Glance (CAST)
Guiding Questions (count off by 2s)
1. What are the main tenets of UDL?
2. What connections do you see to Common Core?
CFU – Share your answers at your table. Share out.
Universal Design for Learning1. Maintain high expectations for all students
2. Address recognition, strategic & affective brain networks
Multiple means of representation including media & technology enhance perception, acquisition, processing and integration of learning
Multiple means of action/expression – provide options for planning & performing tasks, problem solving, organizing & expressing ideas
Multiple means of engagement – to tap learner interest, challenge them, motivate them
3. Design curriculum to eliminate barriers from the start
Design Curriculum to Eliminate Barriers
(CAST)
PAL – Planning for All Learners (CAST)
UDL Goals & Common Core(National Center on UDL Q&A for Common Core)
Goals must be flexible enough to allow learners multiple way to successfully meet them. To do this, a goal or standard must not embed a specific means (the how) with the goal (the what)
(Math, Gr 7, Number System, item 2) “apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.”
(CCSS Math, Gr 1, Measurement and Data, item 3) "Tell and write time in hours and half-hours using analog and digital clocks.”
Ask: “Is the means essential to the standard?”CFU – How may context (content area, standard type) impact this ?
Analyze Status
UDL Class Profile Maker –
use UDL framework of 3 brain networks to understand students’ strengths, needs and interests http://www.cast.org/teachingeverystudent/tools/classprofile.cfm
Curriculum Barriers Finder – http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm
UDL Online Learning Module #2 - http://udlonline.cast.org/home
Apply UDL
UDL Guidelines or UDL Wheel
UDL Solutions Finder http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm
NCSC UDL Units and Lesson Plans for CCSS - https://wiki.ncscpartners.org/mediawiki/index.php/UDL_Instructional_Units
National Center and State Collaborative (NCSC) Element Cards
Guidance as to how to develop CCSS aligned lessons at varying levels of challenge, especially when teaching multiple students with significant cognitive disabilities.
These cards promote understanding of how students move toward the CCSS, and promote the use of UDL practices
https://wiki.ncscpartners.org/mediawiki/index.php/Special:PopularPages
Teach UDL
UDL walk-through (HIAT- High Incidence Accessible Technology) http://www.montgomeryschoolsmd.org/departments/hiat/udl_implementation/downloads/UDLLookForsHandoutwithChart.pdf
Teacher Self Reflection Tool (HIAT) http://www.montgomeryschoolsmd.org/departments/hiat/udl_implementation/downloads/self_reflection_all_staff.pdf
UDL and Student Subgroups
Though UDL enhances access and success for all students, some students will still need additional supports… however, perhaps not as intensively as without UDL
What barriers/individual needs is UDL not sufficient to address?
What additional supports or services are needed?
Specially Designed Instruction for Students with Disabilities Explicit Instruction for Students with Disabilities ESL for English Language Learners
Additional Resources
Websites CAST www.cast.org National Center on UDL www.udlcenter.org HIAT (High Incidence Accessible Technology) http
://www.montgomeryschoolsmd.org/departments/hiat/udl/
Training UDL Online Learning Modules http://udlonline.cast.org/home
RSE-TASC PD on Accessible Instructional Materials (AIM)
Essential Questions Review
1. What is Universal Design for Learning?
2. How does UDL align with implementing the Common Core Standards?
3. How can UDL support the success of all students and student subgroups?
CFU - Tell your elbow partner the answers.