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 obstacles faced by people with intellectual disabilities are the limiting expectations that others have for them.” – 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? Is what? A scientifically valid framework that Provides multiple means of access, assessment, and engagement and removes barriers in instruction Does what? Does what? to achieve academic and behavioral success for all For 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 [...]... 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 Activity Evaluate an IEP goal through a UDL lens • Determine if the goal allows for multiple means of access, assessment and engagement • If not,... Universal Design for Learning Goals 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 Materials Traditional • Mostly print (text) and everyone gets the same materials • Few options UDL • Variety of materials, media, and formats to...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 Provide Multiple Means Provide Multiple Mean of Representation of Action and Express s of Engagement ion Resources to Explore the UDL Framework Website www.udlcenter.org/aboutudl/... with diverse abilities, styles, and needs equally well Adapted from the National Center on Universal Design for Learning Methods 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 Assessment Traditional • Confuse... 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... 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 Next Steps Work toward systemic change Take small steps (one guideline, one lesson,... 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... 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... Initiatives on the Move Next Steps Work toward systemic change Take small steps (one guideline, one lesson, one unit) Move beyond traditional methods of instruction Continue to explore the UDL framework and UDL resources . task http://old.cast.org/tesmm/example2_3/brain.htm Universal Design for Learning Is what? Is what? A scientifically valid framework that Provides multiple means of access, assessment, and engagement and removes barriers in instruction. what? to achieve academic and behavioral success for all For what? For what? • Reduces barriers • Meets the wide range of needs of all learners • One size fits all approach is not effective. Universal Design for Learning: Access, Assessment & Engagement for All Jolene Troia Education Consultant Wisconsin Department of Public