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Universal Design for Learning Universal Design for Learning Ensuring Access and Participation for All Children SPED 63958 Early Childhood Methods, Sarah Jackson

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Universal Design for LearningUniversal Design for Learning

Ensuring Access and Participation for All Children

SPED 63958 Early Childhood Methods, Sarah Jackson

How can you hold thirty hands when you only

h t ?have two?

SPED 63958 Early Childhood Methods, Sarah Jackson

Wh t i U i l D i f What is Universal Design for Learning (UDL)?

Universal design for learning is the design of environments, materials, instructional methods,

t t t d t d hi h content, outcomes, and assessment procedures which are usable for all students to the greatest extent possible, without the need for adaptation or specialized p p pdesign.

With UDL every student is an individual with With UDL, every student is an individual with unique interests, needs and abilities.

SPED 63958 Early Childhood Methods, Sarah Jackson

bTerms You May Hear About

• Universal Design for Instruction

• Universal Instructional Design

• Universal Design for Education

SPED 63958 Early Childhood Methods, Sarah Jackson

Wh t i U i l What is Universal Design for Learning?g g

• Provides alternatives for all learners• Maintains high standards for all learnersMaintains high standards for all learners• Allows access and learning goals to be achieved• Accommodates for differences in abilities to see,

h ar sp ak m v r ad rit nd rstand English hear, speak, move, read, write, understand English, attend, organize, engage, and remember

• Creates flexible curricular materials and activities• Builds upon three principles

SPED 63958 Early Childhood Methods, Sarah Jackson

Origins of Universal Design

UD originated in the field of architecture to create structures that were designed from the beginning to accommodate the widest range of users: eliminating barriers for all users including those with of users: eliminating barriers for all users, including those with disabilities

– Ron Mace

– North Carolina State University

SPED 63958 Early Childhood Methods, Sarah Jackson

Consider thisConsider this…Curb Cut

Wheelchairs– Wheelchairs– Strollers– Skateboards

l h h

Television Captioningl h f

– Walkers with & without canes

(Rose & Meyer, 2002)

– Individuals who are deaf– Exercisers– Diners– Couples & Sleep– Language Skills– Cost $

SPED 63958 Early Childhood Methods, Sarah Jackson

We have made the buildings more gaccessible, but the curriculum is

still not accessible for all still not accessible for all students…

The notion of Universal Design for Learning was born…

SPED 63958 Early Childhood Methods, Sarah Jackson

Ensuring Access to the Ensuring Access to the General Curriculum

Incorporate the principles of Universal Design for Learning (UDL)

hEngage in authentic assessmentFocus on the Big Ideas

fRethink the role of the Individualized Education Plan

k d ff b h Ask a different question about how to meet diverse learning needs

SPED 63958 Early Childhood Methods, Sarah Jackson

Wh t B Id ?What are Big Ideas?

• Big Ideas are:– “Highly selected concepts, principles, rules,

t t i h i ti th t f ilit t th t strategies, or heuristics that facilitate the most efficient and broadest acquisition of knowledge” (Kame’enui, Carnine, Disxon, Simmons, & a , a , , ,Coyne, 2002, p.9)

– 25 ideas that are represented across all four areas f Oh ’ E l L C t t St d d of Ohio’s Early Learning Content Standards

(ELCS)

SPED 63958 Early Childhood Methods, Sarah Jackson

Wh F B Id ?Why Focus on Big Ideas?• Keeps attention on essential skill categories • Is a practical way of addressing a large body of

knowledge/contentg• Allows for the targeting of observable skills • Allows for measuring children’s progress over Allows for measuring children s progress over

time

SPED 63958 Early Childhood Methods, Sarah Jackson

A k D ff t Q tAsking a Different Question

• How can an activity or learning materials address the needs of diverse learners?

Vs.How does the activity need to be modified for a yparticular child?

SPED 63958 Early Childhood Methods, Sarah Jackson

L d th BLearning and the Brain

C rr nt Brain R s ar hCurrent Brain Research…

• Recognition Network• Strategic Network• Affective Network

SPED 63958 Early Childhood Methods, Sarah Jackson

L d th BLearning and the Brain

Recognition Network:

• Rec gnizing• Recognizing• Identifying• I t ti• Interpreting• Sound, light, taste, smell, touch

Classroom examples: identifying letters, formulas, maps, ideas, cause and effect relationships, etc…

SPED 63958 Early Childhood Methods, Sarah Jackson

L d th BLearning and the Brain

Strategic Networks:• Planningg• Executing• Monitoring actions and skills• Monitoring actions and skills

Classroom examples doing a project composing an essay Classroom examples: doing a project, composing an essay, taking a test, etc…

SPED 63958 Early Childhood Methods, Sarah Jackson

L d th BLearning and the Brain

ffAffective Network:• Engagement• Motivation• Developing preferences• Establishing priorities and interests

Classroom Examples: essential to wanting to learn

SPED 63958 Early Childhood Methods, Sarah Jackson

Let’s Test Your Brain’s Networks

SPED 63958 Early Childhood Methods, Sarah Jackson

SPED 63958 Early Childhood Methods, Sarah Jackson

L ThLearning Theory

Lev Vygotsky: Russian psychologist

• 3 prerequisites for learning: (parallels 3 brain networks)• 3 prerequisites for learning: (parallels 3 brain networks)

One must recognize patterns in informationOne must have strategies for actingOne must have strategies for actingOne must be engaged

• Zone of Proximal Development

SPED 63958 Early Childhood Methods, Sarah Jackson

Elements of Universal Design for LearningElements of Universal Design for Learning

fMultiple Means of:

• Representation• Engagement Engagement • Expression

Jackson, Pretti-Fronczak, & Shuck, 2005

SPED 63958 Early Childhood Methods, Sarah Jackson

l fElements of UDL

M ltipl M f R p t tiMultiple Means of Representation:• Refers to the use of a variety of materials, visuals,

environments and technological devices that allow all d dl f h b l d d d

gstudents, regardless of their ability, to understand and master the learning process and reach intended outcomes.

• This principle ensures questions, expectations, and learning opportunities are provided in various formats learning opportunities are provided in various formats and at different levels of complexity, addressing a range of ability levels and visual, auditory, and kinesthetic needs.

SPED 63958 Early Childhood Methods, Sarah Jackson

needs.

M l l M f k dMultiple Means of Representation Unpacked

f• Complexity of actions, directions, expectations, materials, processes, steps, supports and/or tasks – Easier to more difficult– Single to multiple components– Earlier to later developmental skills– Familiar to novel– Supported to independent

SPED 63958 Early Childhood Methods, Sarah Jackson

l l fMultiple Means of Representation Infant-Toddler

• Caregivers provide toys/materials thatPreschool• Teachers use different and multiple• Caregivers provide toys/materials that

combine different and multiplesensory features, for example:

– colorful toys/materials that make sounds toys/materials with interesting shapes

• Teachers use different and multipleformats to provide important information. For example, teachers inform children about the daily schedule by:

– presenting the schedule verbally and visually– toys/materials with interesting shapes

and textures – toys/materials that move, and– toys/materials that can be held,

shaken, and mouthed. • Caregivers communicate with children in

visually– discussing the schedule in groups or

one-on-one– posting the schedule on the wall in a

series of simple icons and/or photographs• Caregivers communicate with children in

many different ways including:– talking – singing songs – reading books

photographs – writing the schedule out with simple

words– making the schedule available on rings

of cards or with Velcro pictures to provide visual reminders of the daily

– showing pictures, – playing music – dancing– sharing toys and materials – playing finger games, and

p yroutine

– recording the schedule on a cassette tape that is available in the listening center, and

– preparing the schedule for children to se on a comp te

SPED 63958 Early Childhood Methods, Sarah Jackson

playing finger games, and– using gestures.

use on a computer

k dUnpacking MMR Continued

• Form– Auditory– Kinesthetic– Tactile – Visual

Jackson, Pretti-Fronczak, & Shuck, 2005

SPED 63958 Early Childhood Methods, Sarah Jackson

El t f UDL C t dElements of UDL Continued

M l l f Multiple means of Engagement:• Refers to the use of a variety of activities for students to

participate and be actively involved in the learning process.

• This principle ensures various opportunities are presented for arousing children’s attention, curiosity, and motivation, addressing a wide range of interests, preferences, and personal addressing a wide range of interests, preferences, and personal styles. Engagement is then maintained by providing various levels of scaffolding, repetition, and appropriate challenges to ensure successful learning.

SPED 63958 Early Childhood Methods, Sarah Jackson

M l l M f k dMultiple Means of Engagement Unpacked

• Child/Student choice• Format for instruction• Group size• Type of groupType of group

Jackson, Pretti-Fronczak, & Shuck, 2005

SPED 63958 Early Childhood Methods, Sarah Jackson

l l fMultiple Means of EngagementInfant Toddlers

• Caregivers ensure that multiple and variedPreschool

T h id lti l d i dCaregivers ensure that multiple and variedlearning opportunities, daily activities, and toys/materials are available so children can select what appeals to them. For example:

– Some activities and toys/materials are very simple, straightforward and foster independent play while others require

• Teachers provide multiple and variedways for children to direct their play and be involved in routine and planned activities. For example:

– Materials for an art project are designed and selected to inspireindependent play, while others require

adult support and organization. For example, a child may be able to explore a mirror mounted in an easily held rattle frame, but may need support to explore a pop-up book.S ti iti d t / t i l

designed and selected to inspire creativity. Rather than just copying an adult’s model, children may cut or tear, color or paint, glue or tape, build a model, and create alone or work with a peer.

– Some activities and toys/materials are familiar and predictable, such as an easily activated light-up music box, but others may be new and surprising, such as a jack-in-the-box.

– Some toys/materials are soft and

– The dramatic play area is stocked with an array of creative, open-ended materials such as scarves, writing supplies, and containers of odds and ends that encourage children toSome toys/materials are soft and

cuddly, and others invite active, boisterous play.

– Some toys/materials have bright and colorful patterns, while others are uniform or plain.

ends that encourage children to participate in personally meaningful ways. They may choose to act out roles and scenarios that are either fantasy- or reality-based, that represent their own or other cultures, and that are simple and customary or

SPED 63958 Early Childhood Methods, Sarah Jackson

and that are simple and customary or complex and imaginative.

El t f UDL C t dElements of UDL Continued

l l fMultiple means of Expression:• Refers to the use of a variety of methods the instructor uses to

allow students to express what they are able to do and h l h h

p ydemonstrate their knowledge in achieving the target outcome.

• This principle ensures children have a variety of formats for p p yresponding, using resources, toys, and materials demonstrating what they know and expressing ideas. feelings, and preferences and addressing individual strengths, preferences, and abilities.

SPED 63958 Early Childhood Methods, Sarah Jackson

M l l M f k dMultiple Means of Expression Unpacked

• Verbal• Non-verbal

Jackson, Pretti-Fronczak, & Shuck, 2005

SPED 63958 Early Childhood Methods, Sarah Jackson

l l fMultiple Means of Expression

f ddl P h lInfant Toddlers• Toys and materials can be used in

different and multiple ways, allowing children to interact with them in ways best suited for them For example:

Preschool• Children are encouraged to express their

understanding in many different ways. For example, children learning nursery rhymes may:best suited for them. For example:

• Toys/materials may have large handles, buttons, or controls that are easily activated by movement or voice.

• Different types of blocks are provided that can be used for building stacking

• recite or sing the rhymes individually or in small groups,

• act them out in the dramatic play area or with puppets,

• create a visual representation in the artthat can be used for building, stacking, linking, making patterns, banging, holding, or mouthing.

• Caregivers encourage children to communicate through their use of toys/materials as well as with facial

create a visual representation in the art area,

• review the rhymes in the listening center, and record themselves saying the rhymes or creating their own rhymes,

• use the overhead projector to create andtoys/materials as well as with facial expression, gestures, pictures, signs, and speech.

• use the overhead projector to create and display their work, and

• use the Smart Board to visit an interactive website to share with their peers.

SPED 63958 Early Childhood Methods, Sarah Jackson

UDL can be achievedwithout the presence of

expensive technologyexpensive technology

SPED 63958 Early Childhood Methods, Sarah Jackson

M k A d tMaking Accommodations

• Make accommodations when necessary– Accommodations level the play field for p y

all learners •Provide equal access without Provide equal access without

substantial alterations

SPED 63958 Early Childhood Methods, Sarah Jackson

AccommodationsAccommodations• Pace (extended wait or performance time)

f f b l l l )• Presentation of information (verbal, visual, tactile)• How direction are provided (written, visual cues)• Environmental arrangement (placement of objects, g p j

distraction reductions)• Type of materials (size of print, alternative communication

devises)• Social supports (peer tutoring, cooperative learning)• Reinforcement (intrinsic, extrinsic, verbal, choice)• Self management (picture schedule)• Self management (picture schedule)• Testing considerations (type of questions, environment,

length of time)

SPED 63958 Early Childhood Methods, Sarah Jackson

Universal Design for Learning

Modifications

Individual Accommodations

General Curriculum

Accommodations

Accommodations

SPED 63958 Early Childhood Methods, Sarah Jackson

d hUDL and the Environment

• Flexible

• Generated with goals in mind

• Provides access

SPED 63958 Early Childhood Methods, Sarah Jackson

Wh UDL?Why use UDL?

Using the principles of UDL allows educators Using the principles of UDL allows educators to create experiences and educational

opportunities where all students can reach pp n a d n an atarget outcomes. Instruction in the class is

more effective by allowing students to have a t f t b l d th l variety of ways to be involved in the learning

process and show, through a variety of methods their knowledge about the target methods their knowledge about the target

outcome (s).

SPED 63958 Early Childhood Methods, Sarah Jackson

h dWhen UDL is used……

“The more ways I find to use UDL in the classroom, the more often I see my students’ individual needsbeing addressed ”being addressed.

“UDL helped to organize my instruction and p g yenvironment. We were all on the same page working together to support common goals. We were not just doing something to do it or have it inwere not just doing something to do it or have it in the classroom.”

SPED 63958 Early Childhood Methods, Sarah Jackson

h llWhat UDL Will Not Do

Eliminate the need for special education pprogramming for children with disabilities entirely

SPED 63958 Early Childhood Methods, Sarah Jackson

l f hCritical Consumers of Research

UDL is not an evidence based practice,but shows promise in creating successful

learning environments for all children

SPED 63958 Early Childhood Methods, Sarah Jackson

D t’ ki d fi iti f id dDunst’s working definition of evidenced based practice:

“Practice that are informed by research, in which the characteristics and consequences of environmental variables are empirically established and the

l ti hi di tl i f h trelationship directly informs what a practitioner can do to produce a desired outcome”outcome .

SPED 63958 Early Childhood Methods, Sarah Jackson

d d dEvidenced Based Practice• Who?

– Who did the research?• What?• What?

– What types of studies were done? Small scale?scale?

– What type of reliability and validity studies were completed?e e co p eted

SPED 63958 Early Childhood Methods, Sarah Jackson

d d dEvidenced Based Practice

• Where?– Speaks to demographics. Small scale study

completed in Nebraska vs. large scale study that looks at populations from urban,

b b d l tti f lt llsuburban, and rural settings of culturally diverse backgrounds.

SPED 63958 Early Childhood Methods, Sarah Jackson

d d b dEvidenced based practice

• When?– When was the study completed? Is it up to

date? Should further research be done in order to support findings?

SPED 63958 Early Childhood Methods, Sarah Jackson

h kCheck In

• Red: I am still unclear on how the principles of UDL to support young children

• Yellow: I understand the principles of UDL, but need further understanding of how to apply in an educational setting

• Green: I understand how to apply the principles of• Green: I understand how to apply the principles of UDL

SPED 63958 Early Childhood Methods, Sarah Jackson

UDL ActivityUDL Activity1. Read the Exchange article

h2. As a team, determine the criteria you are going to use to evaluated the materials for the principals of UDL.

3 Examine the toy using the determined criteria3. Examine the toy using the determined criteria4. Identify the skills and concepts that children develop as

they interact with the toy or object5. What adaptations need to be in place to meet UDL

criteria, if possible.6 C t h d t di l i it i kill d 6. Create a handout displaying criteria, skills, and

adaptation suggestions for each toy.

SPED 63958 Early Childhood Methods, Sarah Jackson

RResourcesThe definition/principles/history of Universal Design:

hg

www.design.ncsu.edu/cud/univ_design/princ_overview.htm

A guide to assisting families in creating play environments for children: http://letsplay.buffalo.edu/products/index.htmp // p ay ffa d /p d / nd m

National Center for Accessing the General Curriculum: www.cast.org/ncac

h l l dAccess to the general curriculum: www.ideapractices.org

Books: Rose D H & Meyer A (2002) Teaching every student in the digital age: universal design for Rose, D.H., & Meyer, A. (2002). Teaching every student in the digital age: universal design for learning. Alexandria: Association for the Supervision and Curriculum DevelopmentKame’enui, E.J., Carnine, D.W., Dixon, R.C., Simmons, D.C., & Coyne, M.D. (2002). Effective teaching strategies that accommodate diverse learners (2nd Edition). Upper Saddle River: Merrill Prentice Hall.

SPED 63958 Early Childhood Methods, Sarah Jackson

C t tCitations• Center for Applied Special Technology. (1999-2005). Universal Design forpp p gy g

Learning. Retrieved February 15, 2005 from http://www.cast.org/

• DEC. (2006). Division for Early Childhood Companion to the NAEYC and NAECS/SDE Early Childhood Curriculum, Assessment, and Program Evaluation Building an Effective Accountable System in Programs for Evaluation Building an Effective, Accountable System in Programs for Children Birth through Age 8. Manuscript in preparation.

• Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Access, Participation, and Progress in the General Curriculum. U.S. Office of Special Education Programs: National Center on Accessing the General CurriculumAccessing the General Curriculum.

• Jackson, R., Harper, K, & Jackson, J. (2002). Effective teaching practices and the barriers limiting their use in accessing the curriculum: A review of Recent literature. U.S. Office of Special Educational Programs: National Center on Accessing the General C i lCurriculum.

• Rose, D.H., & Meyer, A. (2002). Teaching every student in the digital age: universal design for learning. Alexandria: Association for the Supervision and Curriculum Development

SPED 63958 Early Childhood Methods, Sarah Jackson

f lPreparing for July 19

• Print off PPT, Part 1

• Print of Inventory of Practices

• Look over syllabus to see if you have any questions

C i k UDL h d• Continue to work on your UDL handout

SPED 63958 Early Childhood Methods, Sarah Jackson