Universal Classroom Design

Creating an Accessible Curriculum in the Inclusive Classroom

 …these inventions will produce forgetfulness in the souls of those who use it. They will not need to exercise their minds…It equips pupils with only a semblance of learning, not true learning. Thanks to these inventions, students will be without benefit of a teacher’s instruction…

Plato - circa 387 b.c.

This person was referring to BOOKS…

A Criticism of New Technology

An adaptation of:

Technology helps . . .

“. . . ordinary people do extraordinary things. Technology helps extraordinary people do ordinary things.”

John Scully (middle), Apple Computer, late 1980’s

Technology is something invented AFTER you are born…

What types of “technology” are your students using?”

Origins of Universal Design for Learning

American’s with Disabilities Act (ADA) – access and reasonable accommodations

North Carolina State University Universal Design and Architecture Accessible features are integrated

into the overall design Center for Applied Special

Technology (CAST) Universal Design for Learning

Universal Design for Learning:

“The concept of UDL is the intersection where all our initiatives – integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessment, and others – come together.” - Donna Palley

What does architecture have to do with curriculum?

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

Architect, Ron Mace

Retro-fitted vs. built-in:

Retro-fitted curriculum vs. curriculum designed to meet multiple student needs:

Making things DIGITAL is one part of this initiative to make the general education curriculum inherently accessible to all students.

Get your #2

pencils ready!

What is Universal Design for Learning (UDL)?

UDL is a framework that aims to accommodate a broad spectrum of learners by requiring a range of options for accessing, using and engaging with learning materials.

These multiple means of presentation, expression and engagement reduce barriers for individuals with disabilities but also enhance opportunities for every student.

The key is flexibility not uniformity.

www.cast.org

NCLB – it’s the law

“ALL students must be educated in accordance with grade-level state content standards. If your child takes an alternate assessment, it must be based on standards that are aligned to grade-level content.”

IDEA – it’s the law

ALL students, regardless ALL students, regardless of their abilities, must be of their abilities, must be given the opportunity to given the opportunity to become involved with become involved with and progress in the and progress in the general education general education curriculum.curriculum.

Every student must have Every student must have access access to what is being to what is being taught.taught.

Learning disabilities Attention Deficit Disorder Autism Spectrum Disorders Low Vision Hearing Impairment Physical Impairments English Language Learners General Education

Striving to Reach ALL Learners

Question:

With a Universally Designed Classroom, could we level the playing field? Would “disabilities” be less apparent?

Universal Design for Learning:The concept of UDL is the

intersection where ALL our initiatives – integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessment, and others – come together.”

- Donna Palley

Universal Design: Concepts

Equitable Use Designed to be useful for people with diverse abilities

Flexibility in Use To accommodate a wide range of individual abilities

Simple and Intuitive Use Easy to understand

Perceptible Information Information communicated effectively regardless of abilities

Tolerance for Error Minimizes accidents or unintended actions

Low Physical Effort Can be used comfortable with minimal fatigue

Size and Space for Approach and Use Supports access regardless of user’s body size, posture or mobility

Brain Research

Different sensory inputs are interpreted across different regions of the brain

Different parts of the brain are activated when completing the same task…when the goal is different

Differently abled individuals use different parts of the brain to process information

Principles of UDL Multiple means of representation

to give learners various ways of acquiring information and knowledge,

Multiple means of expression to provide learners alternatives for

demonstrating what they know, Multiple means of engagement

to tap into learners' interests, offer appropriate challenges, and increase motivation.

Helps to reduce barriers for individuals with disabilities but also enhances opportunities for every student.

1. Provide multiple flexible 1. Provide multiple flexible methods methods of of rerepresentationpresentation

2. Provide multiple, flexible methods of expression

3. Support multiple, flexible options for engagement

Why use Digital Media?

Engage all students Provide Access to curriculum for all

students Enhance engagement in learning Provide repetition and rehearsal of

concepts Extend teachers’ reach Achievement Independence

UDL and Assistive Technology

AT looks at overcoming the barriers the Individual faces in the environment

UDL looks at making the learning environment as flexible and accommodating as possible

BOTH approaches strive to insure the access, participation and progress of students with disabilities

From Joy Zabala and Skip Stahl

Universal Design for Learning Focus is on providing a curriculum

that is inherently accessible for the widest range of students possible

Tools that support UDL:Essential for Some, Beneficial for ALL

“The universal design of curriculum objectives, instructional materials, teaching methods and assessments has tremendous potential to improve the education of all children, but it is especially important for students with disabilities.

- National Down Syndrome Society

Ultimately, educational goals will

not be about the mastery of content,

but about the mastery of learning.

Grace MeoVisit: www.cast.org

Ultimately, it’s about our STUDENTS…

The Power of Making things Digital…

Technology Tools to Support UDL

“Low-Tech” Tools: Pencil grips Velcro Mayer-Johnson Symbols Voice Output Devices Pens Picture and Word “Walls” Highlighter tape, highlighters Raised-line paper Slant-Board Tape Recorders/Digital Recorders Post-it Notes Hefty Tabs Colored Acetate paper Calculators Graph Paper Franklin Products Quicktionary Reading Pen Alphasmart/Neo/Dana

“Mid-Tech” Tools: Start-to-Finish Books WiggleWorks Intellitools Living Books PowerPoint Word Processors (Word, Appleworks,etc.) Books on Tape Switches Mp3 Players Keyboarding Programs

Type-to-Learn Curriculum Software

Scholastic, Tom Snyder, Riverdeep, see Stages Online Resources

Lexia Solo Word Prediction Software

Co:Writer Kurzweil 3000 WordQ

Talking Word Processors WriteOutLoud Intellitalk II Kurzweil 3000 ReadPlease

“High-Tech” Tools:

Voice-Recognition Software Dragon Systems, ViaVoice, IListen, Microsoft, SpeakQ

Organizational Software Inspiration, Kidspiration, Spark Space

Scanning Tools Kurzweil 3000, Cast eReader, Wynn, PAT, Read&Write Gold

Computerized Study Strategies Kurzweil 3000 Thinking Reader Microsoft Office

Electronic Learning Environments University of Oregon Educational Text-book publishers Whiteboard technology

Webquests

Remember…

“The concept of UDL is the intersection where all our initiatives – integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessment, and others – come together.” - Donna Palley

UDL and Multiple Intelligences By designing curriculum that

supports Multiple means of Presentation, Expression and Engagement you naturally support the Multiple Intelligences of students.

Differentiated Instruction

Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001)

Elements of Differentiated Instruction Several elements and materials are used to support

instructional content Tasks and objectives are aligned to learning goals Instruction is concept focused and principle driven Flexible grouping is consistently used Classroom Management techniques Initial and ongoing assessment of student readiness and

growth are essential Students are active and responsible explorers Vary expectations and requirements for student responses Clarify key concepts Use assessment as a teaching tool to extend rather than

merely measure instruction Emphasize critical and creative thinking Engaging all learners is essential Provide a balance between teacher-assigned and student-

selected tasksDo you see how UDL principles easily fit with the concept of DI?

Multiple Intelligences

Multiple Intelligences

Body/Kinesthetic or “body smart” Interpersonal or “people smart” Intrapersonal or “self smart” Logical/Mathematic or “number/reasoning smart” Musical/Rhythmic or “music smart” Verbal/Linguistic or “word smart” Visual/Spatial or “picture smart” Naturalistic or “nature smart” Existential or “collective conscious smart?”

See: Howard Gardner, David Lazear, David Kolb

What kind of “smart” are you?

What kind of “smart” are you?

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm

http://www.ldrc.ca/projects/miinventory/miinventory.php

Exploring Technology to support a UDL classroom!

•Kurzweil 3000•Microsoft Word•Inspiration•Powerpoint•Intellitools Classroom Suite•Others??•It’s not just about digital media!!