Enhancing Educational Engagement through Universal Design for Learning

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

Goals of this session 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

Biggest Idea Making the Most of the Other 175 Days

Big Ideas Universal Design for Learning as the Foundational Approach for All Learners 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. 7

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 8

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 9

Myth of the Average Todd Rose 10

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

Materials Emphasis on Flexible, Transformable Digital Media BUT digital media does not equal UDL and 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 16

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.

UDL seeks to make the learning environment as flexible and accommodating as possible. 19

Special Education provides supports and services required by individual students based on their unique needs. 20

Special Education Supports Specially designed instruction Accommodations and Modifications Related Services and Supports

Connecting UDL and AT Assistive technology devicemeans 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 Assistive Technology looks at the specific barriers a student may face in whatever environment they find themselves. Universal Design looks to make the learning environment as flexible and accommodating as possible. Both approaches strive to insure the access, participation & progress of students

Connecting UDL to AIM Broad 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 24

Big Ideas in AIM The information is the content Technology is the delivery system upon which the content is presented to the student

The PALM Initiative from the AIM Center Purchase Accessible Learning Materials

Benefits of Purchasing Materials that are Accessible by Design Reduces complexity Eliminates eligibility questions Supports inclusion All 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 accommodations No need for different sets of materials or to provide accommodations for inaccessible materials

It Takes Collaboration at all Levels of the Organization 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?

National Center on UDL http://udlcenter.org/ UDL Logo.tiff 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/ 30

Vaclav Havel It is not enough to stare up the steps We must step up the stairs

Stepping Up the UDL Stairs Provide Accessby planning and leading and teaching in ways that eliminates barriers to learning Increase Participationby providing options that Increase recognition, expression &, engagement Demonstrate achievementby 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.

Were just a fingertip away Joy Smiley Zabala jzabala@cast.org