Universal Design for Learning (UDL) Overview

Report
Universal Design for Learning
(UDL)
Overview
Presented by: Kathy Gomes
Regional Special Education Technical Assistance Support Center, Coordinator
Essential Questions
1.
What is Universal Design for Learning?
2.
How does UDL align with implementing the
Common Core Standards (and other standards)?
3.
How can UDL support the success of all students
and student subgroups?
Building Background Knowledge
Engagement Routines

elbow partners

arm raise signal – finish thought and attend to me

count off

share out – loud voice

CFU
Essential Questions
1.
What is Universal Design for Learning?
2.
How does UDL align with implementing the
Common Core Standards?
3.
How can UDL support the success of all students
and student subgroups?
CFU – Tell your elbow partner how these relate to your work.
Building Background Knowledge Vocabulary
Differentiated
Instruction
Explicit
Instruction
Accommodation
Modification
Scaffolding
Specially Designed
Instruction
Assistive Technology
Universal
Design
Old School
Retrofit Solution
CFU – What are other examples of UD? Who can use them?
Universal Design
for Learning
CAST (Center for Applied Special Technology, 1984) www.cast.org

Assumptions:

Diversity is the norm (Universal Variability)

It’s not the students who are “broken” - it’s the curriculum
Video
UDL at a Glance (CAST)
Guiding Questions (count off by 2s)
1.
What are the main tenets of UDL?
2.
What connections do you see to Common Core?
CFU – Share your answers at your table. Share out.
Universal Design for Learning
1.
Maintain high expectations for all students
2.
Address recognition, strategic & affective brain networks
3.

Multiple means of representation including media & technology
enhance perception, acquisition, processing and integration of
learning

Multiple means of action/expression – provide options for
planning & performing tasks, problem solving, organizing &
expressing ideas

Multiple means of engagement – to tap learner interest,
challenge them, motivate them
Design curriculum to eliminate barriers from the start
Design Curriculum to Eliminate Barriers
PAL – Planning for
All Learners
(CAST)
(CAST)
UDL Goals & Common Core
(National Center on UDL Q&A for Common Core)


Goals must be flexible enough to allow learners
multiple way to successfully meet them. To do this, a
goal or standard must not embed a specific means
(the how) with the goal (the what)

(Math, Gr 7, Number System, item 2) “apply and extend
previous understandings of multiplication and division and
of fractions to multiply and divide rational numbers.”

(CCSS Math, Gr 1, Measurement and Data, item 3) "Tell
and write time in hours and half-hours using analog and
digital clocks.”
Ask: “Is the means essential to the standard?”
CFU – How may context (content area, standard type) impact this ?
Analyze Status

UDL Class Profile Maker –
use UDL framework of 3 brain networks to understand
students’ strengths, needs and interests
http://www.cast.org/teachingeverystudent/tools/classprofile.cfm

Curriculum Barriers Finder –
http://www.cast.org/teachingeverystudent/tools/curriculum
barriers.cfm

UDL Online Learning Module #2 http://udlonline.cast.org/home
Apply UDL

UDL Guidelines or UDL Wheel

UDL Solutions Finder
http://www.cast.org/teachingeverystudent/tools/udlsolutio
nsfinder.cfm

NCSC UDL Units and Lesson Plans for CCSS https://wiki.ncscpartners.org/mediawiki/index.php/UDL_In
structional_Units
National Center and State Collaborative
(NCSC) Element Cards

Guidance as to how to
develop CCSS aligned
lessons at varying
levels of challenge,
especially when
teaching multiple
students with significant
cognitive disabilities.

These cards promote
understanding of how
students move toward
the CCSS, and
promote the use of UDL
practices

https://wiki.ncscpartners.o
rg/mediawiki/index.php/Sp
ecial:PopularPages
Teach UDL

UDL walk-through (HIAT- High Incidence Accessible
Technology)
http://www.montgomeryschoolsmd.org/departments/hiat/ud
l_implementation/downloads/UDLLookForsHandoutwithCh
art.pdf

Teacher Self Reflection Tool (HIAT)
http://www.montgomeryschoolsmd.org/departments/hiat/ud
l_implementation/downloads/self_reflection_all_staff.pdf
UDL and Student Subgroups

Though UDL enhances access and success for all
students, some students will still need additional
supports… however, perhaps not as intensively as
without UDL

What barriers/individual needs is UDL not sufficient to
address?

What additional supports or services are needed?
Specially Designed Instruction for Students with Disabilities
 Explicit Instruction for Students with Disabilities
 ESL for English Language Learners

Additional Resources

Websites
 CAST www.cast.org
 National Center on UDL www.udlcenter.org
 HIAT (High Incidence Accessible Technology)
http://www.montgomeryschoolsmd.org/departments/hiat/udl/

Training
 UDL Online Learning Modules http://udlonline.cast.org/home

RSE-TASC PD on Accessible Instructional
Materials (AIM)
Essential Questions Review
1.
What is Universal Design for Learning?
2.
How does UDL align with implementing the
Common Core Standards?
3.
How can UDL support the success of all students
and student subgroups?
CFU - Tell your elbow partner the answers.

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