Universal+Design+for+Learning

** Differentiated Instruction Strategy Wiki ** Universal Design for Learning (UDL) is the newest wave of educational practice that acknowledges that there are diverse learners in every classroom, and actively works to promote differentiation, which in turn provides educational equity. Traditional methods of instruction are being replaced by Universal Design for Learning (UDL) lessons that promote the strengths students bring to the classroom, as well as foster student self-reflection. UDL is a lesson planning format that naturally provides differentiation of instruction, assessment and for the classroom environment.

**How can I use UDL in my classroom?** The Center for Applied Special Technology (CAST) is the leading organization to spread awareness and training of the UDL principles and practices. Their work is cited in all the research done on UDL. The UDL lesson planning graphic organizer from their website is very valueable, and helps with planning. They recommend:

1) Begin my learning about your students' needs- read their IEPs, 504 Plans, ESL information; do student inventories to find out their preferneces; consult with other educators and parents who have worked with them in the past

2) Use your curriculum or learning objectives to make decisions about the things you want your students to be able to do or demonstrate mastery of. Plan for your assessment(s), and lesson plan backwards. 3) All lessons made using the UDL format must:

(1) provide multiple means of representation (2) provie multiple means for action and expression (3) provide multiple means for engagement (CAST 2008)

4) Frame all lessons around the needs of your students- provide assitive technology, language skills scaffolds, visual and auditory supports, etc.

5) Through out the unit of instruction, reflect upon the students. How did they respond to your lesson? How did Student X respond to using the computer for a written expression assignment? Did Student Y need further intervention on subtracting values with more than 2 digits? Adjust your lessons after reflecting upon them. At some point during the unit of instruction, provide means to pre-assess your students for the unit that will follow, in order to begin differentiating for the next unit of instruction.

**Who can UDL support and how? **

*Response to Intervention (RtI): RtI is a tiered support framework that prevents overidentification of students for special education services. By framing lessons around the students’ needs, the educator is adapting the environment, the instruction and assessment, which provides more accessibility to all students, not just those with special education services. There are interventions naturally occurring within the classroom.

*English Language Learners: The U.S. Department of Education supports technology based classes that provide access to underserved children and adults, particularly minority, low-income and disabled. They recommend the following applications of UDL for courses: “language translators on the web for English Language Learners” and increasing the number of online classes available for adult learners. Simply by expanding the use of word processors available for written expression, the educator is supporting AT for students with special education services/accommodations, as well as supporting other students who may struggle with organization or spelling or grammar, thus providing universally accessible lessons

*Students with Disabilities: In a UDL classroom, accommodations and modifications are being implemented naturally, and are considered when lesson planning. In a typical classroom, accommodations or modifications are being provided as an after thought. UDL promotes educational access to students with physical disabilities, learning disabilities, hearing loss, vision impairment, and all other disabilties. The goals of the student's IEPs are being reflected within individualized activities within the unit of instruction. The accommodations and modifications to the curriculum or reading level are being adjusted for assessments, as well.

*Post-secondary Students: Greater teacher preparation programs are instructing using the UDL principles in order to model appropriate methods to pre-service teachers. Online or hybrid-online courses help make education accessible to greater numbers of people. When providing online courses, the instructor must provide multiple means for the students to demonstrate mastery of their learning. Providing choice for assignments and assessments is critical to promoting universal access.

Universal Design for Learning requires training and hard work for educators unfamiliar with the framework. One cannot be expected to create master UDL lessons immediately. It will take time to adapt to this framework. However, shifting the focus away from “the problem is with the students” to “the problem is with the curriculum,” the teacher will be creating the right mindset to provide equitable and accessible education to every single learner in the classroom. The UDL framework provides multiple means for differentiation, technology supports, and creativity from both the student and teacher.

UDL Exemplar Lesson Plan:

CAST Website: [|CAST website for 3 parts of UDL] CAST (2009) Graphic Organizer for UDL:

CAST (2009) Lesson Planner Organizer for UDL:

References

Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RtI: Embedding universal design for learning and technology. //Learning Disabilities Quarterly, 33//, 243-255.

Center for Applied Special Technology (CAST). (2009). //Universal design for learning guidelines version 1.0.// About CAST. Wakefield, MA: Author 4/29/2009 (revised).

Jiménez, T. C., Graf, V. L., & Rose, E. (2007). Gaining access to general education: The promise of universal design for learning. //Issues in Teacher Education, 16,// 41-54.

Messinger-Willman, J., & Marino, M. T. (2010). Universal design for learning and assistive technology: Leadership considerations for promoting inclusive education in today’s secondary schools. //NASSP Bulletin, 94,// 5-16. doi:10.1177/0192636510371977

Strobel, W., Arthanat, S., Bauer, S., & Flagg, J. (2007). Universal design for learning: Critical need areas of people with learning disabilities. //Assistive Technology Outcomes and Benefits, 4(1)//, 81-98.

U.S. Department of Education. //Who needs to learn//. Retrieved from http://www.ed.gov/ technology/draft-netp-2010/who-needs-to-learn