improving educational participation and outcomes for all students with universal design for learning...

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Improving Educational Participation and Outcomes for ALL Students with Universal Design for Learning and–for some–Special Education Services Joy Smiley Zabala, Ed.D., ATP Director of Technical Assistance CAST and the National Center on Accessible Instructional Materials 1

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Improving Educational Participation and Outcomes for ALL Students with

Universal Design for Learning

and–for some–Special Education Services

Joy Smiley Zabala, Ed.D., ATPDirector of Technical Assistance

CAST and the National Center on Accessible Instructional Materials

1

To increase awareness of UDL as a means

to shape learning environments that

address the variability of ALL learners,

including students with intensive support

needs

To underscore the importance of

individualized supports (e.g. AT, AIM) for

some students

Goals of this session…

Making the Most of the “Other” 175 Days

Biggest Idea …

Universal Design for Learning as the Foundational Approach for All Learners

Big Ideas …

Special Education Supports needed by Some

Resources and Connections

Curriculum-Centered UDL

UDL is a curricular initiative that seeks to decrease unacceptable challenge

while maintaining acceptable challenge and high expectations

UDL is framework for proactively designing learning experiences – from the beginning – that

address grade level standards in ways that enable all students to gain knowledge, skills,

and enthusiasm for learning.

Principles of UDL

UDL calls for ...

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.

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Universal Design for Learning

Supports the design and implementation of a flexible, responsive curriculum that provides opportunities for the participation and achievement of all students

Provides flexibility in the ways information is presented, the ways students respond or demonstrate knowledge and skills and the ways students are engaged

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Universal Design for Learning

Reduces unnecessary barriers in instruction and assessment

Provides appropriate accommodations, supports, and challenges

Maintains high achievement expectations for all students

Assumes variability

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“Myth of the Average”Todd Rose

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Four Curriculum Pillars

Goals

Firm Goals, Flexible Means

• Clearly identified• Do NOT embed the

means unnecessarily

• Allow multiple paths to achievement

Assessment

• Progress Monitoring• Formative Assessment• Clearly articulated

rubric• Construct validity • Accessibility

Methods

• Varied Methodolgy

• Graduated Scaffolding

• Appropriate Supports and Services

Emphasis on Flexible, Transformable Digital Media

Materials

BUT… digital media does not equal UDLand digital does not necessarily equal

accessible!

Technologies and How they Fit

Universally Designed Technologies

• Are designed and developed to be directly usable (without the need for adaptation or assistive technology)

• Are designed and developed in ways that can be made usable with assistive technologies

• Typically include lots of options that can be readily manipulated to meet the needs of a variety of users

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Some people STILL think of UDL as a technology initiative or just for students with disabilities or

intensive support needs.

Some people think UDL is NOT students with disabilities or intensive support needs.

UDL lowers barriers for most, but student-centered supports and services are needed

by some to participate and achieve.

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UDL seeks to make the learning environment as flexible and accommodating as possible.

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Special Education provides supports and services required by individual students based on their unique needs.

Special Education Supports

• Specially designed instruction

• Accommodations and Modifications

• Related Services and Supports

Connecting UDL and AT

• Assistive technology device means any item, piece of equipment, or product system...that is used to increase, maintain, or improve the functional capabilities of a child with a disability.

Connecting UDL and AT

• Universal Design looks to make the learning environment as flexible and accommodating as possible.

• Assistive Technology looks at the specific barriers a student may face in whatever environment they find themselves.

• Both approaches strive to insure the access, participation & progress of students

Connecting UDL to AIMBroad Usability / Accessibility

• Materials that are designed or enhanced in a way that they are usable across the widest possible range of student variability regardless of format (print, digital, graphical, audio, video)

• Content may be “designed for print delivery” and require retrofitting for accessibilty

• Content may be “designed for digital delivery” and difficult to retrofit if not broadly usable or accessible from the start

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• The information is the content

• Technology is the delivery system upon which the content is presented to the student

Big Ideas in AIM

The PALM Initiative from the AIM Center

Purchase

Accessible

Learning

Materials

 • Reduces complexity

Eliminates eligibility questions

• Supports inclusionAll students use same materials at the same time

• Benefits all students’ learning All have access to supportive features and scaffolds

• Benefits teachers Easier to plan and teach

• May reduce need for some add-on accommodationsNo need for different sets of materials or to provide accommodations for inaccessible materials

Benefits of Purchasing Materials that are Accessible by Design

How are YOUR responsibilities related to building environments in which goals, assessment,methods and materials encourage and support the participation and achievement of ALL students?

It Takes Collaboration at all Levels of the Organization…

• Providing national/state/regional/district/campus/school leadership?

• Developing and/or implementing policy • Developing standards-based curricular goals?• Selecting learning materials?• Developing and/or administering assessments?• Selecting and integrating technology?• Coordinating or providing professional learning

opportunities?• Preparing teachers and service providers?

It Takes Collaboration at all Levels of the Organization…

National Center on UDL

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http://udlcenter.org/

…supports the effective implementation of UDL by connecting stakeholders in the field and providing resources and information about… • UDL Basics and Value• UDL implementation • Research supports for UDL Framework• Connections to others with similar interests and

concerns at http://community.udlcenter.org/

Vaclav Havel

“It is not enough to stare up the steps…We must step up the stairs”

Provide Access by planning and leading and teaching in ways that eliminates barriers to learning

Increase Participation by providing options that Increase recognition, expression &, engagement

Demonstrate achievement by monitoring progress and documenting change in professional practices and student achievement

Stepping Up the UDL Stairs

Encourage educators and families to:• Visit the UDL Center Web Site• Peruse the UDL Guidelines and dig deeply into

them• View examples and try out ideas• Work through the UDL Online Modules• Join in UDL conversations with others grappling

with the similar challenges and opportunities• And never forget that some students will require

additional supports to participate actively and achieve even in the most universally designed curriculum.

Stepping Up the UDL Stairs

Joy Smiley [email protected]

We’re just a fingertip away…