access, assessment and engagement for all

Universal Design for Learning: Access, Assessment & Engagement for All Jolene Troia Education Consultant Wisconsin Department of Public Instruction 608-266-5583 jolene.troia@dpi.wi.gov..

Universal Design for Learning:

Access, Assessment & Engagement for All

Jolene Troia Education Consultant Wisconsin Department of Public Instruction

608-266-5583

jolene.troia@dpi.wi.gov

Education is in a state of CHANGE!

Why do we need to make changes?

• Increasing diversity in classrooms

• Adoption of Common Core State Standards and Common Core Essential Elements

• New Educator Effectiveness system

• Emphasis on high quality instruction, collaboration,

balanced assessment, and culturally responsive practices

• Increased emphasis on data

• Traditional methods are not working for ALL students

• Fewer than 11% of students with intellectual disabilities are fully included in regular

education classrooms (Smith & O’Brien, 2007)

– Many of these students simply haven’t been given the chance to try

• “Among the chief

– Thomas Armstrong,

Neurodiversity in The

Classroom

The way we learn is as unique as our

fingerprints

Brain Imaging Showing Individual Differences

3 different people learning the same finger tapping task

http://old.cast.org/tesmm/example2_3/brain.htm

Universal Design for Learning

Is what?

Does what?

For what?

• Reduces barriers

• Meets the wide range of needs of all learners

• One size fits all approach is not effective

• Inspired from universal design in architecture

Universal Design for Learning

Closed Captioning

Barriers

Diving into the UDL Framework

Components of the UDL Framework

ACCESS ASSESSMENT ENGAGEMENT

Adapted from CAST http://www.cast.org/udl/index.html

Three UDL Principles

Access Assessment Engagement

Provide Multiple Means

of Representation Provide Multiple Means of Action and Express

ion

Provide Multiple Mean

s of Engagement

Resources to Explore the UDL Framework

www.udlcenter.org/aboutudl/

udlguidelines/principle1 http://udlwheel.mdonlinegrants.org/ http://udltechtoolkit.wikispaces.com/

Already doing UDL?

http://udluniverse.com/

A Look at UDL Principles & Practice

UDL Starts with Student Strengths

Strengths of Individuals with Cognitive Disabilities

• You have to KNOW your students and

collaborate with the general education

teacher to capitalize on these strengths

• Individual for each child but there are some

general strengths that can be found in various disabilities

Strengths of Students with Down Syndrome

• excellent imitation skills

• good sense of humor

• strong visual-motor skills

• well developed non-verbal social skills

• very friendly

from Neurodiversity in the Classroom by Thomas Armstrong

Strengths of Students with Williams Syndrome

• strong musical abilities

• good oral expression skills

• enjoy being with other people

• strong understanding of the emotional state

of others and facial cues

• good auditory memory

from Neurodiversity in the Classroom by Thomas Armstrong

Strengths of Students with Fragile X Syndrome

• excellent memory

• great sense of humor

• good imitation skills

• strong empathy for others

from Neurodiversity in the Classroom by Thomas Armstrong

Strengths of Students with Prader-Willi Syndrome

• enjoy reading

• good at jigsaw and word search puzzles

• long term memory

• nurturing

from Neurodiversity in the Classroom by Thomas Armstrong

Strengths of students with Fetal Alcohol Syndrome

• strengths in music, playing instruments,

singing and composing

• strong abilities in writing, poetry and art

• interests in woodworking, computers,

mechanics and skilled vocations such as

welding or electrical work

• helpful and friendly

from Neurodiversity in the Classroom by Thomas Armstrong

Strengths of Students with Autism

• well developed visual skills

• skilled at perceiving details

• excel at memorizing rote material

• good with machines or computers

• specific interest areas

from Neurodiversity in the Classroom by Thomas Armstrong

4 Components of UDL Curriculum

Adapted from the National Center on Universal Design for Learning

Traditional

• Goals may get skewed by

the inflexible ways and

means of achieving them

UDL

• Goals are attained in many individualized ways, by

many customized means

Adapted from the National Center on Universal Design for Learning

Traditional

• Mostly print (text) and

everyone gets the same

Adapted from the National Center on Universal Design for Learning

Traditional

• Teacher centered (lecture)

• Burden on student to adapt

to “get it”

UDL

• Teacher is a facilitator of learning, students are interactive

• Burden is on the curriculum

Adapted from the National Center on Universal Design for Learning

Traditional

• Confuse goals with means

• Summative – when it’s too

late to adjust instruction

UDL

• Many possible means as long as they measure learning

• Uses a variety of formative and summative means and

is flexible enough to provide accurate, ongoing

information that helps teachers adjust instruction and maximize learning in a meaningful way.

Adapted from the National Center on Universal Design for Learning

Evaluate an IEP goal through a UDL lens

• Determine if the goal allows for multiple means of access, assessment and engagement

• If not, how could you change the goal to better reflect the UDL principles?

UDL and Other Initiatives

Universal Design for Learning

Critical Factors to UDL Implementation

• State leadership needs to embrace UDL

• UDL must be understood as a general

education initiative that moves beyond special education

from Universal Design for Learning (UDL): Initiatives on the Move

Take small steps (one guideline, one

lesson, one unit) Work toward systemic change

The problem is not the students…

“When you plant lettuce, if it does not grow

well, you don't blame the lettuce You look

into the reasons it is not doing

well It may need fertilizer, or more water,

or less sun You never blame the lettuce…”

~Thich Nhat Hahn

In summary, please remember…

Questions