Sei sulla pagina 1di 14

Universal Design For Learning

(UDL)
Annie Cook
Kristina Tio
Mishalay Leonard
Statement of topic
As classrooms become more diverse and students face
increased expectations, it is critical that we find ways to
enhance the learning of all students. Advocating together to
promote the use of Universal Design for Learning (UDL) in
todays schools, parents and educators can truly transform
the education of every child.
-Patti Ralabate, ED.D., Senior Policy Analyst for Special Education at the National Education Association
Definition
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.

Higher Education Opportunity Act (P.L. 110-315) & Every Student Succeeds Act (P. L. 114-95)
The Three Principles
Representation/Recognition Engagement/Affective
(The What of learning) (The Why of Learning)

Preception Collaborative teamwork


Language Games
Symbols Goal setting
Expression/Strategic
( The How of learning)
Physical action
Expression
Communication
Implications
Classroom:
Offer ways of customizing the display information (size of text, color, volume, font)
Clarify vocabulary and symbols (pre-teach vocabulary, highlight, provide graphic symbols)
Maximize transfer and generalization (checklists, graphic organizers, electronic reminders)
Parents:
Guide appropriate goal-setting (post goals and schedules, guides and checklists for
scaffolding goal-setting)
Support planning and strategy development (provide guides for breaking long-term goals
into reachable short-term objectives)
Students:
Optimize access to tools and assistive technologies (alternate keyboards, customize touch
screen, mouse)
Enhance capacity for monitoring progress (use templates that guide self-reflection on
completeness, ask questions to guide self-monitoring and reflection)
Class Activity
Get in groups of 3-4 people
Incorporate UDL into lesson plan
Be prepared to share!
Research Facts
UDL is based upon the most widely replicated finding in educational
research: learners are highly variable in their response to instruction.
However, these individual differences are usually treated as sources of
annoying error variance as distractions from the more important main
effects.
UDL, on the other hand, treats these individual differences as an
equally important focus of attention. In fact, when viewed through the
UDL framework these findings are fundamental to understanding and
designing effective instruction.
Universal Design for Learning: Initiatives on the Move
study While the majority of respondents rated
their states UDL initiative(s) as fairly
effective or very effective, respondents
also identified a number of challenges
that are hindering effective UDL
implementation that are,
... our folks in instruction and regular
ed instruction and not that many of
them are familiar with UDL except for
our technology office.
Limited funding/resources for the
purchase of technology
Insufficient staffing levels, and length
of time necessary for successful
Universal Design for Learning: Initiatives on the Move (2012), the first comprehensive implementation
study of the use of federal funding for UDL initiatives in 14 states and over 130 local
districts.
Some other results from the Study...
Some key findings of this state level include
All respondents, those that received federal Race to the Top (RTTT) fund
and those that did not, reported that their states were engaged in UDL
activities
A majority of respondents (9 out of 14) stated that their states were
making progress on implementing UDL.
The majority (12 out of 14) of respondents reported that their states
viewed UDL as much of a priority as other state priorities (e.g. RTI, PBIS);
4 respondents stated that UDL was a top priority
Highlights of UDL in Michigan
State Documents that Mention UDL

- UDL mentioned as a resource to support Michigan High School Support and


Interventions Action Team 2006 to foster academic success, which is released by the
Michigan Department of Education
- Established the Michigans Integrated Technology Supports (MITS), a statewide project
focused on assisting the Michigan State Board of Education by sharing resources and
providing professional learning opportunities focused on UDL and to improve
outcomes for a broad range of students.

Other Activities

- Governing state of the SMARTER Balanced Assessment Consortium - committed to


developing the next generation of assessment using UD principles

http://www.udlcenter.org/advocacy/state/michigan
Conclusion
Universal Design Learning is made for flexibility and to reduce 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.
UDL can be implemented by different people to encourage learners learn
optimally and effectively.
UDL has started to be well-recognized and implemented in more
classrooms.
Additional Resources
1. http://www.udlcenter.org/
2. http://www.cast.org/our-work/about-udl.html#.VxPQ9DArLIU
3. https://teal.ed.gov/tealguide/udl
4. http://www.smarterbalanced.org/
5. http://www.michigan.gov/documents/mde/Final_Report_HS_Initiative_Stude
nt_Support_critical_issues_6-1-06_174589_7.pdf
Work Cited
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield,
MA: Author.
"The Three Principles | National Center On Universal Design for
Learning."The Three Principles | National Center On Universal Design for
Learning. N.p., 2017. Web. 17 Apr. 2016.
CAST - What is UDL? (http://www.cast.org/research/udl)