A Working Understanding of A Working Understanding of Universal Design for Learning (UDL) Universal Design for Learning (UDL)

and Assistive Technology: and Assistive Technology: Similarities and DifferencesSimilarities and Differences

Dr. James D. BashamDr. James D. BashamUniversity of CincinnatiUniversity of Cincinnati

Spring 2007 Spring 2007

Purpose

Introduction to Universal Design for Learning (UDL) Describe the similarities and differences between UDL

and Assistive Technology (AT).

By the end of the presentation you should...

– Have basic understanding of UDL– Understand some of the similarities and differences

between UDL and AT– Be able to locate resources and tools for gaining

more information and enhancing your learning environment.

What is Universal Design?

“Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”

(Mace, R. 1997; Center for Universal Design)

IMPORTANT: UD is a “proactive” approach to design. It provides for anticipated user differences rather than having to retrofit later.

Legal Definition

The term “universal design” means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly usable (without requiring assistive technologies) and products and services that are made usable with assistive technologies. (U.S.C. § 3002)

One Simple UD Example

Automated Door

• People carrying things• People in wheelchairs• People with service animals• Everyone!

Can be used by:

Moving UD Toward Learning:Universal Design for Learning

What we know... Abilities Vary

1.00

2.00

3.00

4.00

5.00

6.00

Grade Level

1 3 5 7 9 11 13 15 17 19 21 23 25

D. Smith's Class

5TH GRADE READING FLUENCY (SPRING DATA)

1(04%) +1 G.L., 17(68%) 5th, 4(16%) near, 2(08%) -1 G.L., 1(04% ) -2 G.L.

Initial Understandings...

Student abilities are on a continuum and vary by...

– subject matter– experience– instructional pedagogy and strategy– level and type of engagement

Traditional notions of content, instruction, and assessment may limit a child’s ability

Relating UD to education…

Universal Design for Learning (UDL) focuses on proactively planning and designing… – To provide access to learning (moves beyond simply

providing physical access)– For the continuum of abilities

UDL Focal Points:– Curriculum– Instruction– Assessment

Developed by the Center for Applied Special Technology (CAST) (http://www.cast.org)

Neuroscience to the Classroom

UDL is built on three research-based principles:

Provide multiple means of representation to give learners various ways of acquiring information and knowledge

Provide multiple means of expression to provide learners alternatives for demonstrating what they know

Provide multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn

(Basham, Edyburn, Lowrey, & Wissick, 2007)

UDL Curriculum

Provide for multiple points of entry Identify and deal with barriers and potential pitfalls Focus on the true purpose and essential learnings (or

big ideas)– Example (Ohio 4th Grade Science Indicator):

Record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols and cloud conditions).

Use local weather data to indicate changes over a period of time.

Flexibility in design (design broadly)

UDL Instruction (1)

In Planning for– Focus on desired outcomes (not “the test”, but desired

knowledge and skills) – Identify and provide for barriers and potential pitfalls – Use Differentiated Instruction’s elements of

differentiation: Content, Process, Product, & Environment

In Content Introduction– Contextualize learning (provide anticipatory set) and

when appropriate, draw explicit connections– Provide support for limited background knowledge– Highlight the essential “learnings” (big ideas) and

desired outcomes

Focused on the three UDL principles...

UDL Instruction (2)

New Content, Student Engagement, and Throughout– Provide for multiple means (and media) of representation

and presentation (e.g., textbooks, digital documents, websites, models)

– Provide multiple means for students to demonstrate knowledge and skill (e.g., oral, visual, written)

– Offer appropriate choices and various levels of engagement (e.g., tools, content, individual/group)

– Highlight necessary and critical features (e.g. vary tone, body movement, be explicit)

– Provide ongoing feedback and facilitate understanding– Encourage self-reflection to support meta-cognition (e.g.,

self-talk, journaling)– Encourage home & school connection

UDL Assessment

Meaningful, Valid, and Flexible Measures– Design measures that focus on the essential “learnings”

and the real purpose for doing...– Prior to instruction, define acceptable/unacceptable

outcomes (UDL inferred; UbD Backward Design)– Tools utilized throughout the instructional process should

be used in the assessment process (and vice versa) (e.g., text-readers, Internet)

– Provide multiple means for students to demonstrate knowledge and skill (e.g., oral, visual, written)

Assessments should be ongoing and embedded in the learning process.

Note: Generally, the traditional forms of assessment (e.g., multiple choice tests) do not meet UDL criteria.

Assistive Technology

Assistive Technology (AT) is defined as “Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used increase, maintain, or improve the functional capabilities of a child with disabilities”

– AT is required to be addressed in a student’s Individualized Education Program (IEP)

– Providing AT is to be considered in decisions related to Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE)

(Technology Related Assistance for Individuals with Disabilities (Tech Act), 1988)

Through this three part training series you have learned...

Basic Similarities of UDL & AT

Both utilize problem-solving process

Both utilize various forms of modern technology

Related to individuals with disabilities, both UDL and AT are focused on– Providing Access– Increasing Participation– Improving Outcomes

Basic Differences of UDL & ATUDL is focused on:

– Providing access and betterment for individuals of all abilities and disabilities

– Proactively making environmental-based decisions related to the learning environment focused on curriculum, instruction, and assessment.

– Dealing with issues of access and betterment related to the environment’s design (targets the larger system)

AT is focused on:– Providing access and betterment for individuals with

disabilities (by definition)– Reactively providing technology to increase, maintain, or

improve the functional capabilities– Generally considering issues of access and betterment as an

individual’s issue (targets individual need)(Rose, Hasselbring, Stahl, & Zabala, 2005)

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Working Together...

Develop and implement a well-designed learning environment focused on various abilities and disabilities

Provide individual support where barriers were overlooked and/or cost-effectiveness may limit or prohibit systems level change

Realistically, UDL and AT work together to

Support access and betterment for all individuals

Resources

Various UDL Resources are found at CASThttp://www.cast.org– Publications (many free)– UDL Tools and Examples for Lesson

Development, Instruction, and Assessment UDL Design Examples:

– http://school.nettrekker.com/ (fee based)– http://www.windows.ucar.edu/ (Google:

Windows to the Universe) Regional Support: Southwestern Ohio SERRC

– http://www.swoserrc.org/

Contact Information

James D. Basham, Ph.D.Special Education/Instructional Design and TechnologyDivision of Teacher EducationCollege of Education, Criminal Justice, and Human ServicesUniversity of Cincinnati45-51 Corry BoulevardCincinnati, OH 45221-0022Phone (513) 556-9135E-mail: james.basham@uc.edu