Universal Design for Learning

A framework for Accessible Curricular Materials

Matthew T. Marino, Ph.D.

Overview

• The problem(s) with our current educational model

• Origins of UDL

• UDL defined (or not)

• The neurobiological basis for UDL

• UDL and Differentiated Instruction

• Integrating UDL with your teaching practice

• An example from video games

Can People with Disabilities Make Valuable Contributions?

Students with Disabilities in Text-based Environments

Have difficulty:• Activating prior knowledge• Making inferences during

reasoning processes• Implementing instructor

feedback• Transferring knowledge

Are reluctant to pose questions or hypotheses

Are less likely to have a systematic plan to approach problems

Are less likely to be aware of their metacognitive processes

Learning to Read & Reading to Learn

Students with disabilities

Students without disabilities

Below Basic Basic Proficient Advanced0

10

20

30

40

50

60

70

80

1996200020052009

8th Grade: U.S. Department of Education, National Center for Education Statistics (2010)

Science Performance of Students Without Disabilities

Science Performance of Students With Disabilities

Below Basic Basic Proficient Advanced0

10

20

30

40

50

60

70

80

1996 2000

2005 2009

Outcome - Only 5% of SWD enter the STEM workforce (Leddy, 2010)

8th Grade: U.S. Department of Education, National Center for Education Statistics (2010)

Leveraging Students’ Strengths to Enhance Instruction

• Thinking in pictures (not words)

• Intense, sustained, obsessive, fixation on a problem

• Not bound by social, behavioral, or political considerations

• Desperately seeking success and acceptance

• Benefit more from technology than their peers without disabilities

Origins of Universal Design (UD)

Developed from architecture in the early 1970’s at North Carolina State University

Based on the idea that all products should be usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life.

Examples of Universal Design include curb cuts, TV captioning, & pictorial representation on restroom doors.

UNIVERSAL DESIGN FOR LEARNING (UDL)

• An educational application of the original architecture-based UD construct

• Developed at the Center for Applied Special Technology (CAST) for K-12 students

• UDL is designed to improve access, participation, and progress in the general education curriculum

• UDL challenges teachers to anticipate, reduce, and/or eliminate barriers by creating flexible curricula

PREMISE FOR UDL IN EDUCATION

• Barriers occur as diverse learners interact with curriculum (e.g., nonreaders working with text)

• The curriculum, instruction, and assessment are the problem, NOT the students

• Accessibility is a broad construct that includes physical, cognitive, social, and cultural influences

• Curricula should consider student differences at the outset… as opposed to retrofitting existing instructional plans (Meyer & Rose, 2005)

ACCESS CONSIDERATIONS

Physical

Social

Cognitive

Cultural

Student

Learning is restricted if curricular materials are not accessible at each of the 4 domains

DECONSTRUCTING BARRIERS

Symbolic Representation

Cognitive

Procedural Knowledge &

Skills

Conceptual Understanding

(Big Ideas)

Domain Specific Vocabulary

TRADITIONAL MODEL

MEETING THE NEEDS OF ALL STUDENTS

When do we call it UDL?

UDL IS ROOTED IN NEUROBIOLOGY

• Global measures of intelligence (e.g., IQ) do not account for individual learning differences at the neural level within the brain (Dolan & Hall, 2001; Wallis & Bulthoff, 1999)

• Positron emission tomography (PET)

• Functional magnetic resonance imaging (fMRI)

• Quantitative electroencephalography (Qeeg)

INDIVIDUAL LEARNING EXPERIENCES SHAPE NEURAL PATHWAYS

• Brain activity varies by individual based on previous experiences with the learning tasks (Hund-Georgiadis & von Cramon, 1999; Shaywitz, 2003)

• Modules within the brain expand and contract based on personal experiences (van Mier, Fiez, & Raichle, 1998)

• Repetition and practice produce changes at the behavioral level and at the neural level within the brain (Meyer & Rose, 2002)

HOW UDL ENHANCES INSTRUCTION

Support primary neural networks within the brain• Recognition networks receive and analyze information

• What is this?• Strategic networks allow individuals to plan and carry out activities

• How am I going to do that?• Affective networks involve motivation and establishing priorities

• Why should I do this? (Rose, Meyer, & Hitchcock, 2005)

UDL Teaching Methods

Support Recognition

“What is this?”

Multiple examples

Highlight critical features

Provide multiple media and formats

Support background context

Support Strategic Networks

“How am I going to do that?”

Flexible models of performance

Provide opportunities to practice with supports

Provide ongoing relevant feedback

Flexible opportunities to demonstrate skills

UDL Teaching Methods

To Support Affective Networks

“Why should I do this?”

Offer choices of content specificity whenever possible

Provide multiple tools to access the curriculum

Adjust levels of challenge within assignments

Offer choices of rewards

Provide choices of learning context

The UDL Teaching Process

Set GoalsIdentify standards-based learning goalsEstablish context

Identify StatusIdentify methods, materials, and assessmentsIdentify barriers

Apply UDLIdentify UDL materials and methodsWrite UDL PlanCollect and organize materials

Teach UDL LessonTeach lessonEvaluate effectivenessUnforeseen barriers?Revise

Is There a Difference Between UDL and Differentiated Instruction?

•UDL is a theoretical framework for instructional design

•Differentiated Instruction is a practice that can be implemented within the Universal Design framework

•Differentiated Instruction and UDL both encourage curricula that is flexible and designed to decrease learning barriers

Three Elements of DifferentiationContent• Several materials are used to present the content • Tasks are aligned with instructional goals• Instruction is concept focused and principle driven

Process• Flexible grouping• Multiple strategies for classroom management

Products• Continual assessment of student progress• Students as active participants• Vary expectations and requirements

Additional Components of Differentiated Instruction

•Clarify key concepts •Use assessment as a tool to inform instruction•Emphasize critical and creative thinking•Provide a balance between teacher-assigned and student-selected tasks

Recognition Learning “What”

UDL Principle 1 Differentiating Instruction

Provide multiple examples Use several elements to support instructional content

Highlight critical features Instruction is content focused and principle driven

Provide multiple media and formats

Use several materials to support instruction

Support background context Assess students’ knowledge base

Teaching methods

Strategic Learning “How”

UDL Principle 2 Differentiating Instruction

Provide flexible models of skilled performance

Demonstrate information and skills multiple times

Provide opportunities to practice with supports

Active and responsible learners

Provide ongoing relevant feedback

Vary requirements and expectations for the learning experience

Offer flexible opportunities for demonstrating skill

Teaching methods

Affective Learning “Why”

UDL Principle 3 Differentiating Instruction

Offer choice of content and tools

Effective organization

Provide adjustable levels of challenge

Student engagement is vital

Offer choices of rewards Effective classroom management

Offer a choices of learning context

Diversify instruction

Teaching methods

Eliminating Recognition & Strategic Barriers

Differentiated Instruction

Graphic organizers (e.g., thematic maps, network tree, problem and solution map)

Advanced outlines

Digital media

Assistive Technology

Opportunities for dialogue

Eliminating Affective Barriers

Provide choices in context

Pique student interests

Co-teach with students

Authentic assignments

Real world applications

Technology simulations

Tools that support out-of-reach activities

Strategies for Building Prior Knowledge in a UDL Framework

Direct Instruction (DI) (Adams & Engelmann, 1996)

Reflection and recording (Carr & Thompson, 1996)

Interactive discussions (Jackson, Harper, & Jackson, 2005)

Answering questions (King, 1994)

The K-W-L strategy (Ogle, 1986; Fisher, Frey, & Williams, 2002)

Computer assisted activation (Biemans, Deel, & Simons, 2001)