June 27-28, 2011: Successful Learning Conference 2011: Universal Access for Learning and Behaviour Support Presenters: Tracey Hall, CAST

1. Applying the Principles of Universal
Design for Learning Toward
Successful Learning for All Students
SUCCESSFUL LEARNING CONFERENCE 2011
Tracey E. Hall
Tuesday 28 June, 2011

2. Applying the Principles of Universal
Design for Learning Toward
Successful Learning for All Students
SUCCESSFUL LEARNING CONFERENCE 2011
Tracey E. Hall
Tuesday 28 June, 2011
www.cast.org
Search presentations

3. thall@cast.org
Define Accessibility:
Introduce UDL

4. We find barriers to
our goals many
places in nature.

6. What is Universal Design?
• Not one size fits all – but alternatives
for everyone.
• Not added on later – but designed
from the beginning.
• Not access for some – but access for
everyone.

7. What is Universal Design?
• Ramps
• Curb Cuts
• Electric Doors
• Captions on Television
• Easy Grip Tools…

8. What is Universal Design?
• Drawbacks of Retrofitting:
– Each retrofit solves only one
local problem
– Retrofitting can be costly
– Many retrofits are UGLY!

9. Universal
Design
Consider ALL
users

10. An approach with Universal Design is simply
more practical, elegant, and effective,

11. Universal Design
• It is always better to build in flexibility
from the beginning, rather than try to add
it on later.

12. What is the link between
architecture and curriculum?
–“Consider the needs of the broadest
possible range of users from the
beginning”
-- Architect, Ron Mace

13. Universal Design = access
"The term 'universal design' means a concept or
philosophy for designing and delivering products
and services that are usable by people with the
widest possible range of functional
capabilities, which include products and services
that are directly accessible (without requiring
assistive technologies) and products and
services that are interoperable with assistive
technologies."
(Section 3(17)of Assistive Technology Act of 1998)

14. Universal Design for Learning
Section 103(24) UNIVERSAL DESIGN FOR LEARNING.-- The term `universal
design for learning' means a scientifically valid framework for guiding
educational practice that—
``(A) provides flexibility in the ways information is presented, in the ways
students respond or demonstrate knowledge and skills, and in the ways
students are engaged; and
``(B) reduces barriers in instruction, provides appropriate accommodations,
supports, and challenges, and maintains high achievement expectations for
all students, including students with disabilities and students who are limited
English proficient.''.
U.S. Higher Education Opportunity Act of 2008

15. What do we mean by Universal?

16. What do we mean by Design?
Adjustable Challenge and
Support

17. What do we mean by Learning?
Knowledge
Multiple
What
representations
of information
Skills
Multiple options How
for expression
and action
Affect
Multiple means Why
of engagement

18. All Really Does
Mean All
http://www.udlcenter.org/research/researchevidence/checkp

19. Three Core UDL Principles
• Multiple Means of Representation
– provides flexibility in the ways information is presented,
• Multiple Means of Action & Expression
– in the ways students respond or demonstrate knowledge
and skills, and
• Multiple Means of Engagement
– in the ways students are engaged

20. The Neurological Foundation
Recognition
Strategic
Affective

21. The Neurological Foundation
Recognition

22. The Neurological Foundation

23. The Neurological Foundation
People Adults, Children
Furniture Chair, table, piano?
Environment wallpaper, framed pictures
Locale Indoors
Era Victorian

24. The Neurological Foundation
Strategic

25. The Neurological Foundation

26. The Neurological Foundation

27. The Neurological Foundation
Affective

28. The Neurological Foundation

29. The Neurological Foundation

30. The UDL Connection

31. Principles of
Universal Design for Learning
• Multiple Means of Representation
– Recognition Networks
• Multiple Means of Expression
– Strategic Networks
• Multiple Means of Engagement
– Affective Networks
http://www.udlcenter.org/aboutudl/udlguidelines

32. Putting it all Together

33. Learning in the Brain
• differs according to the task
• differs according to prior learning
• differs according to the individual

34. Now you hear it, now you don’t
Information captured by the retina takes about 100
milliseconds to reach the brain. To compensate for this
lag, the brain predicts what the world will look like in the
near future and acts on this prediction rather than the real
information at its disposal.
C.C.Nuckols, 2006

35. Now you see it, now you don’t
• Information captured by the retina takes about 100
milliseconds to reach the brain. To compensate for this
lag, the brain predicts what the world will look like in
the near future and acts on this prediction rather than
the real information at its disposal.
C.C.Nuckols, 2006

36. Expectation & Experience
– The brain constitutes reality based on what it
perceives reflected by the mirror of past
experience
– Neurons running from our brains to our senses
outnumber those running from our senses to our
brains 10:1
– Perception is manipulated by expectation
C.C.Nuckols, 2006

37. What’s the Sum?
Strategic
2+3= 5 5+8= 1
6 + 4 = 10 9+8= 5
7+2= 9 2 + 9 = 11
4+3= 7 4+9= 1

38. What’s the Sum?
9 + 1 = 10
9 + 2 = 11
9 + 3 = 12
9+4= 1
9+5= 2
9+6= 3

39. 12
9 3
6

41. A Conceptual Shift
• Diversity is the norm
• Technology is flexible and
accessible (when planned)
• First focus on the curriculum –
goals, assessments method,
materials; then on individual
students

42. How do we do it?
http://www.cast.org/publications/UDLguidelines/version1.html

43. UDL Guidelines

44. Representation
Tale of Two Cities
…It was the best of times, it was
IT WAS the best of
the worst of times, it was the age of
times, it was the worst of
times, it was the age of
wisdom, it was the age of
wisdom, it was the age
of foolishness, it was the foolishness,
epoch of belief, it was
the epoch of incredulity,
it was the season of
Light, it was the season IT WAS the best of times, it was the worst of times, it was the age of
of Darkness, it was the wisdom, it was the age of foolishness, it was the epoch of belief, it was
spring of hope, it was the
the epoch of incredulity, it was the season of Light, it was the season of
winter of despair,
Darkness, it was the spring of hope, it was the winter of despair, we had
everything before us, we had nothing before us, we were all going direct
to Heaven, we were all going direct the other way- in short, the period
was so far like the present period, that some of its noisiest authorities
insisted on its being received, for good or for evil, in the superlative
degree of comparison only.
There were a king with a large jaw and a queen with a plain face, on the
throne of England; there were a king with a large jaw and a queen with a
fair face, on the throne of France. In both countries it was clearer than
crystal to the lords of the State preserves of loaves and fishes, that
things in general were settled for ever.

45. UDL Guidelines

48. UDL Guidelines

49. How do you like this?

50. How tall is a female if her femur is 46.2 centimeters
long? (h = height)
Bone Male Female
Femur h = 69.089 + h = 61.412 + 2.317F
2.238F
Tibia h = 81.688 + h = 72.572 + 2.533T
2.392T
Humerus h = 73.570 + h = 64.977 + 3.144H
2.970H
Radius h = 80.405 + h = 73.502 + 3.876R
3.650R

52. Engagement
• Influence choices
• Filter out unimportant
• Focus us toward challenging, enjoyable

53. UDL Implementation
A UDL framework
assumes that
students with
varying needs will
be involved in
learning, and that
the curriculum
needs to address
this diversity.

54. Universal Design for Learning
• Curricula and tools designed to meet the
needs of all learners
• Supports for diverse learners built in from the
start
• Frequently more effective for all learners, even
“typically developing”

55. UDL Principles and Guidelines