National UDL Task Force

UDL Task Force

More than 30 national education and civil rights organizations

Complete list: www.udl4allstudents.org

The Challenge

All students havedifferent learning needs,abilities, and preferences

The Need

Provide learning opportunities in the general education

curriculum that are:

INCLUSIVE and EFFECTIVE

FOR ALL

Universal Design for learning

“A scientifically valid framework for guiding educational practice”

(Source: Higher Education Opportunity Act of 2008)

“provides flexibility in the ways•information is presented

•Students respond or demonstrate knowledge and skills

•Students are engaged”

Universal design for learning…

(Source: Higher Education Opportunity Act of 2008)

Universal design for learning…

•reduces barriers in instruction

• provides appropriate accommodations [and] supports …

• maintains high achievement expectations

(Source: Higher Education Opportunity Act of 2008)

Civil Rights Legacy – Universal Design

Universal Design: Access for everyone!

Old design: Some are denied

Universal Design

“Consider the needs of the broadest possible range of users from the beginning”

-- Ron Mace

Universal design principles

Not an afterthought: Full access is designed from the outset

More cost-effective than retrofittingMore elegant and easy-to-use

Universal design (UD) examples

•Ramps and curb cuts•Digital books with text-to-speech•TV and video captioning•Easy-grip tools•Electric doors

Universal design for learning

Combines new insights from brain research about the nature of learner differences …

… with a century of best practices in progressive education.

Defining UDL

Principles laid down by CAST in the 1990s

Federal support for UDL research, dissemination since 1999

Defined by federal statute in 2008 Higher Education Opportunity Act

Universal design for learning

Eliminating or reducing barriers to academic success for all students

Valuing diversity in the classroom through proactive design of inclusive curriculum

Why UDL?

Schools are working to improve academic performance;

Today’s classrooms include many diverse learners;

THUS, schools need to find ways to better meet the needs of all students!

UDL offers all students…

More ways to access …

More ways to participate …

More ways to demonstrate learning…

UDL principles in action

What are the UDL Principles?

In each area of the curriculum provide varied and flexible options for:

– Representing information– Action and expression– Engagement

Multiple Representations of Information

Examples– Offer text-to-speech, video, audio, and

other multimedia; integrate assistive technologies into learning environment

– Provide vocabulary support and background knowledge

– Highlight critical features & main ideas

Multiple Means of Action and Expression

Examples– Let students show what they know with

voice recording, graphic displays, performance, etc.

– Provide models of expert performance– Offer executive-function supports such

as graphic organizers, outlines, etc.

Multiple Means of Engagement

Examples– Vary levels of challenge and support to

prevent frustration or boredom– Tie work to real-world examples– Where possible, give choices – Teach self-assessment and reflection

UDL applies to the whole curriculum

Goals

Traditional

Learning goals may get skewed by the inflexible ways and means of achieving them.

UDL

Learning goals are attained in many individualized ways, by many customized means.

Materials

Traditional Mostly print and

everyone gets the same materials.

Few options

UDL Variety of

materials, media, and formats to reach learners with diverse abilities, styles, and needs equally well.

Methods

Traditional Teacher-centered

(lecture) Homogeneous

grouping Burden on student

to adapt to “get it”

UDL Interactivity Heterogeneous

grouping Rich supports for

understanding, independent learning

Assessment

Traditional

Confuse goals with means

Summative – when it’s too late to adjust instruction!

UDL Many possible

means as long as they measure learning!

Supports instructional improvement

UDL Guidelines

UDL Guidelines

In-depth guide for practical applicationResource for curriculum developersChecklists for teachersGo to www.udlcenter.org

Engaged in their own education

Learning at greater breadth and depth

Achieving at higher levels

Motivated to continue learning

With UDL, more students are…

More educators are…

Teaching effectively in classrooms with diverse student needs

Spending more time on instruction and facilitating learning

Helping ALL learners succeed

Local and state supports for UDL

Local– Evolution of general educator and special

educator rolesState

– State standards and benchmarks – Curriculum adoption policies– Professional development initiatives

Statutes and regulations– No Child Left Behind Act (NCLB)– Individuals with Disabilities Education Act (IDEA)– National Instructional Materials Accessibility

Standard (NIMAS)– Higher Education Opportunity Act (HEOA)

Federal supports for UDL

Defines UDLTechnical assistance

for UDL practice Infuses K-12 teacher

prep with UDLReport cards by

States and IHEs on UDL implementation

Higher Education Opportunity Act

US Department of Education– Office of Special Education

Programs– Institute for Education Sciences– Office of Postsecondary Education

National Science Foundation

Federal investment in UDL

UDL informs product development

UDL informs product development

Apply UDL to your instruction Demand universally-designed products Share your UDL resources and lesson plans

with others Advocate curriculum adoption policies that

require UDL principles

What can you do now?

For More Information

National UDL Task Forcewww.udl4allstudents.org

CAST www.cast.org

National UDL Center www.udlcenter.org

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