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Applying the Principles of Universal
Design for Learning Toward
Successful Learning for All Students
SUCCESSFUL LEARNING CONFERENCE 2011
Tracey E. Hall
Tuesday 28 June, 2011
Applying the Principles of Universal
Design for Learning Toward
Successful Learning for All Students
SUCCESSFUL LEARNING CONFERENCE 2011
Tracey E. Hall
Tuesday 28 June, 2011
www.cast.org
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CAST
Define Accessibility:
Introduce UDL
[email protected]
Barriers
We find barriers to
our goals many
places in nature.
Barriers
What is Universal Design?
• Not one size fits all – but alternatives
for everyone.
• Not added on later – but designed
from the beginning.
• Not access for some – but access for
everyone.
What is Universal Design?
• Ramps
• Curb Cuts
• Electric Doors
• Captions on Television
• Easy Grip Tools…
What is Universal Design?
• Drawbacks of Retrofitting:
– Each retrofit solves only one
local problem
– Retrofitting can be costly
– Many retrofits are UGLY!
Universal
Design
Consider ALL
users
An approach with Universal Design is simply
more practical, elegant, and effective,
Universal Design
• It is always better to build in flexibility
from the beginning, rather than try to add
it on later.
What is the link between
architecture and curriculum?
–“Consider the needs of the broadest
possible range of users from the
beginning”
-- Architect, Ron Mace
Universal Design = access
"The term 'universal design' means a concept or
philosophy for designing and delivering products
and services that are usable by people with the
widest possible range of functional capabilities,
which include products and services that are
directly accessible (without requiring assistive
technologies) and products and services that are
interoperable with assistive technologies."
(Section 3(17)of Assistive Technology Act of 1998)
Universal Design for Learning
Section 103(24) UNIVERSAL DESIGN FOR LEARNING.-- The term `universal
design for learning' means 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 the 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.''.
U.S. Higher Education Opportunity Act of 2008
What do we mean by Universal?
What do we mean by Design?
Adjustable Challenge and
Support
What do we mean by Learning?
Knowledge
Multiple
representations
of information
Skills
Multiple options
for expression
and action
What
How
Affect
Multiple means
of engagement
Why
All Really Does
Mean All
http://www.udlcenter.org/research/researchevidence/checkp
Three Core UDL Principles
•
Multiple Means of Representation
– provides flexibility in the ways information is presented,
• Multiple Means of Action & Expression
– in the ways students respond or demonstrate knowledge
and skills, and
• Multiple Means of Engagement
–
in the ways students are engaged
The Neurological Foundation
Recognition
Strategic
Affective
The Neurological Foundation
Recognition
The Neurological Foundation
The Neurological Foundation
People
Adults, Children
Furniture
Chair, table, piano?
Environment
wallpaper, framed pictures
Locale
Indoors
Era
Victorian
The Neurological Foundation
Strategic
The Neurological Foundation
The Neurological Foundation
The Neurological Foundation
Affective
The Neurological Foundation
The Neurological Foundation
The UDL Connection
Principles of
Universal Design for Learning
• Multiple Means of Representation
– Recognition Networks
• Multiple Means of Expression
– Strategic Networks
• Multiple Means of Engagement
– Affective Networks
http://www.udlcenter.org/aboutudl/udlguidelines
Putting it all Together
Learning in the Brain
• differs according to the task
• differs according to prior learning
• differs according to the individual
Now you hear it, now you don’t
Information captured by the retina takes about 100
milliseconds to reach the brain. To compensate for this lag,
the brain predicts what the world will look like in the near
future and acts on this prediction rather than the real
information at its disposal.
C.C.Nuckols, 2006
Now you see it, now you don’t
• Information captured by the retina takes about 100
milliseconds to reach the brain. To compensate for this
lag, the brain predicts what the world will look like in
the near future and acts on this prediction rather than
the real information at its disposal.
C.C.Nuckols, 2006
Expectation & Experience
– The brain constitutes reality based on what it
perceives reflected by the mirror of past
experience
– Neurons running from our brains to our senses
outnumber those running from our senses to our
brains 10:1
– Perception is manipulated by expectation
C.C.Nuckols, 2006
What’s the Sum?
Strategic
2+3= 5
6 + 4 = 10
5+8= 1
9+8= 5
7+2= 9
4+3= 7
2 + 9 = 11
4+9= 1
What’s the Sum?
9 + 1 = 10
9 + 2 = 11
9 + 3 = 12
9+4= 1
9+5= 2
9+6= 3
12
3
9
6
Use Technology to “Fix” the Curriculum to
Meet the Needs of Diverse Learners
A Conceptual Shift
• Diversity is the norm
• Technology is flexible and
accessible (when planned)
• First focus on the curriculum –
goals, assessments method,
materials; then on individual
students
How do we do it?
http://www.cast.org/publications/UDLguidelines/version1.html
UDL Guidelines
Representation
Tale of Two Cities
IT WAS the best of
times, it was the worst of
times, it was the age of
wisdom, it was the age
of foolishness, it was the
epoch of belief, it was
the epoch of incredulity,
it was the season of
Light, it was the season
of Darkness, it was the
spring of hope, it was the
winter of despair,
…It was the best of times, it was the
worst of times, it was the age of
wisdom, it was the age of foolishness,
IT WAS the best of times, it was the worst of times, it was the age of
wisdom, it was the age of foolishness, it was the epoch of belief, it was
the epoch of incredulity, it was the season of Light, it was the season of
Darkness, it was the spring of hope, it was the winter of despair, we had
everything before us, we had nothing before us, we were all going direct
to Heaven, we were all going direct the other way- in short, the period
was so far like the present period, that some of its noisiest authorities
insisted on its being received, for good or for evil, in the superlative
degree of comparison only.
There were a king with a large jaw and a queen with a plain face, on the
throne of England; there were a king with a large jaw and a queen with a
fair face, on the throne of France. In both countries it was clearer than
crystal to the lords of the State preserves of loaves and fishes, that
things in general were settled for ever.
UDL Guidelines
UDL Guidelines
How do you like this?
How tall is a female if her femur is 46.2 centimeters
long?
(h = height)
Bone
Male
Female
h = 69.089 +
2.238F
h = 61.412 + 2.317F
h = 81.688 +
2.392T
Humerus h = 73.570 +
2.970H
h = 72.572 + 2.533T
h = 80.405 +
3.650R
h = 73.502 + 3.876R
Femur
Tibia
Radius
h = 64.977 + 3.144H
Engagement
• Influence choices
• Filter out unimportant
• Focus us toward challenging, enjoyable
UDL Implementation
A UDL framework
assumes that
students with
varying needs will
be involved in
learning, and that
the curriculum
needs to address
this diversity.
Universal Design for Learning
• Curricula and tools designed to meet the
needs of all learners
• Supports for diverse learners built in from the
start
• Frequently more effective for all learners, even
“typically developing”
UDL Principles and Guidelines