NCSP Conference
24 October 2005
Designing instruction to meet the needs of all learners: Universal Design for Learning
. . . Disability is something you experience, not something you are. (p. 10, Bowe, 2000)
Disability is an interaction between a person and an environment. (Bowe, 1979).
Definition of UDL:
"In terms of learning, universal design
means the design of instructional materials and activities that makes the
learning goals achievable by individuals with wide differences in their
abilities to see, hear, speak, move, read, write, understand English, attend,
organize, engage, and remember. Universal design for learning is achieved
by means of flexible curricular materials and activities that provide
alternatives for students with differing abilities. These alternatives are
built into the instructional design and operating systems of educational
materials; they are not added on after-the-fact."
Council for Exceptional Children (1999). Research Connections, No. 5, p.
2. Author.
Physical Access:
Assures that classrooms, labs, and fieldwork are accessible to individuals with a wide range of physical abilities and disabilities.
Assures that equipment and activities
minimize sustained physical effort,
provide options for operation,
accommodate right- and left-handed students and
those with limited physical abilities.
Assures the safety of all students.
DELIVERY METHODS
1. Using multiple modes to deliver content. Alternate delivery methods including:
*Lecture
*Discussion
*Hands-on activities
*Internet-based activities
*Fieldwork
Assures that content is accessible to students with a wide range of abilities, disabilities, interests, and previous experiences.
2. Provide printed materials that vary the degree of support. For example have books at different grade levels.
3. Provide written summaries of content delivered orally.
4. Provide printed materials early to allow the student to prepare ahead of time.
WEB PAGES
· Provide printed materials digitally.
· Provide text descriptions of graphics presented on Web pages.
· Create printed and Web-based materials in simple, intuitive, and consistent formats that support, enrich or assess student knowledge.
· Arrange content in order of importance.
INTERACTION
Encourages a variety of ways for students to interact with each other and with you. These methods may include
in-class questions answered with raised paddle or thumbs up or hand on nose;
Peer groups,
collaborative discussions,
heterogeneous group work, and
Internet-based communications (discussion boards/chat rooms).
FEEDBACK
Provide effective prompting during an activity and feedback after the assignment is complete.
Prompting can be verbal or physical or visual
Feedback can be brief or extensive such as in a task analysis.
DEMONSTRATION OF KNOWLEDGE
Provide multiple ways for students to demonstrate knowledge. For example, as an alternative to traditional tests and papers,
consider project based learning,
group work,
demonstrations,
portfolios,
dynamic assessments,
presentations,
experiments, or
plays,
as options for demonstrating knowledge.
Making Accommodations:
Employing universal design principles in instruction does not eliminate the need for specific accommodations for students with disabilities. There will always be the need for some specific accommodations, such as sign language interpreters for students who are deaf. However, applying universal design concepts in course planning will assure full access to the content for most students and
MINIMIZE the need for specific accommodations.
For example, designing Web resources in accessible formats as they are developed means that no re-development is necessary if a blind student enrolls in the class; planning ahead can be less time-consuming in the long run.
Letting all students have access to your class notes and assignments on an accessible Website can eliminate the need for providing materials in alternative formats.
Who Benefits?
Employing universal design principles to fully include one group of students can generate unanticipated benefits to others. Consider this list of students who might benefit from Closed Captioning on your course videotapes.
Students for whom English is a second language. Often their reading skills are better than their spoken English skills.
Students who are deaf. By reading what they cannot hear, captioning provides access to deaf students.
Students with visual impairments. Captioning is generally not useful for students with visual impairments, but there is one exception. Students who are deaf and have low vision (i.e., they can see large print) can benefit from captioning if the captions are large enough for them to see.
Students watching the videotape in a noisy environment. By reading what they cannot hear, students watching the tape in a noisy environment will benefit from captioning.
Students who have learning disabilities. Some may comprehend material better when they both see text and hear it spoken aloud.
Internet Resources
For the rest of the story: http://www.cast.org
Slide #17:
Lesson Planning: http://www.cast.org/teachingeverystudent/toolkits/tk_modelunit.cfm?tk_id=21&tku_id=21&disp=planner
Slide #19:
▪ Templates: http://office.microsoft.com/en-us/templates/default.aspx
Slide #20:
Commercial Textbooks: http://www.mhln.com/UnregisterController?ACTION=POST&MANAGER=ONLINECONTENT&OPERATION=GETTEXTBOOKPREVIEW&JSP=oc_sp_urteacher_list.jsp&subjectid=8
Digital Childrens Books: http://www.icdlbooks.org/
Jane Austin - Hyperlinked text: http://www.pemberley.com/janeinfo/pridprej.html
Slide #21:
Confusing Words: http://www.confusingwords.com
Web based dictionary: http://www.m-w.com
World Atlas: http://www.worldatlas.com/aatlas/world.htm
Martindales Calculators On-line Center: http://www.martindalecenter.com/Calculators.html
Sparks Notes: http://www.sparknotes.com
Learning Toolbox : http://coe.jmu.edu/learningtoolbox/
Slide #22:
Science for K-8th grades: http://www.fi.edu/fellows/fellow1/oct98/index2.html
Social Studies - China: http://www.kn.pacbell.com/wired/China/ChinaQuest.html
Slide #24:
Alternatives to handwriting
AlphaSmart, Dana & Neo: http://www2.alphasmart.com
Digital recorders: http://www.olympusamerica.com/cpg_section/cpg_vr_digitalrecorders.asp
Co-Writer: http://donjohnston.com/catalog/writecover/writecoverfrm.htm
Write OutLoud: http://donjohnston.com/catalog/writecover/writecoverfrm.htm
Writing with Symbols: http://mayer-johnson.com/ProdDesc.aspx?SKU=M165
Speech to text
Dragon Systems: http://www.scansoft.com
Text to Speech
Kurzweil: http://www.kurzweiledu.com/k3000demo
Slide #26:
UDL: http://www.cast.org/teachingeverystudent/toolkits/tk_modellesson.cfm?tk_id=21&tkl_id=141&disp=udlhighlights
More about Assistive Technology and UDL http://coe.winthrop.edu/eversr/Presentations/Presentation_handouts.htm
References
Bowe, R. G. (2000). Universal design in education: Teaching nontraditional students. Westport, CN: Bergin & Garvey.
Council for Exceptional Children (1999). Research Connections, No. 5. Author.
Council for exceptional children (??). Universal design for learning: A guide for teachers and education professionals. Boston: Pearson/Merrill Prentice Hall.
Center for Applied Special Technology (CAST). Teaching every child. URL: http://www.cast.org/teachingeverystudent/
Rose, D. & Meyer, A. (2002). Teaching every child in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development (Print copy: electronic copy available at CAST website above)
McLane, K. & Orkwis, R. (1998). ERIC/OSEP Topical Brief. A Curriculum every student can use: Design principles for student access. Reston, VA: ERIC/OSEP Special Project.
Contact information:
Dr. Rebecca B. Evers
Center for Pedagogy
Richard W. Riley College of Education
Winthrop University
Email: eversr@winthrop.edu
Phone: 803.323.2589
More information and websites are available at http://coe.winthrop.edu/eversr