UNIVERSAL DESIGN FOR LEARNING

UDL

UNIVERSAL DESIGN FOR LEANING

START

WHERE DID THE TERM UNIVERSAL DESIGN ORIGINATES?

RONALD MACE was an architect and director of the Center for Universal Design at North Carolina State University. He first coined the term Universal Design in relation to architecture.

He was born in 1941 and was born with Polio and utilized a wheelchair. He was frustrated by barriers imposed in the environment and decided to become an architect.

“The design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”

The 7 principles of Universal Design

SIMPLE AND INTUITIVE USE

EQUITABLE USE

FLEXIBILITY IN USE

PERCEPTIBLE INFORMATION

LOW PHYSICAL EFFORT

SIZE AND SPACE FOR APPROACH AND USE

TOLERANCE FOR ERROR

WHEN WAS UNIVERSAL DESIGN APPLIED TO EDUCATION?

In 1984 the Center for Applied Special Technology (CAST) was created by David Rose and Anne Meyer. They conceived Universal Design for Learning by applying the the principles of Universal Design in architecture to education.

Orginally the organization worked on how computers could assist students with learning disabilities but then broadened their approach to accessibility to education for all students.

Their Mission Statement:To expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.

WHY IS UNIVERSAL DESIGN IMPORTANT?

To make classrooms accessible to all students. UDL is an approach which reflects the increasing diversity in education.Practicing Universal Design in Higher Education is particularly important since 60% of students with disabilities do not disclose their disability to professors or to the institution. Also many students may not be diagnosed with a disability but still need an accessible classroom environment. (Burgstahler, 2008)

The video includes how one university interpreters and uses Universal Design for Learning on their Campus. The video is from McGill University in Canada.

WHAT IS UNIVERSAL DESIGN FOR LEARNING?

Describe the typical classroom: Who is the typical learner? What does a typical learning environment look like? If you have difficulty responding, there are some very good reasons: the word typical is synonymous with terms like average, regular, standard, and normal. Who is the average student? What is normal? When we try to picture what a standard or regular classroom looks like, it is an impossible task. While the concept of standard may exist statistically, it does not exist in the reality of the classroom or other learning environments.Every student is a unique individual with different characteristics, preferences, abilities, and beliefs that deserve consideration when designing curricula and instruction. People cannot be standardized.

UDL OBJECTIVES

SUPPORT

EQUITY

AUTONOMOUS LEARNING

ACCESSIBILITY

FAIR ASSESSMENT

COMMITMENT

FLEXIBILITY

THE CORE PRINCIPLES OF UDL

ACTION AND EXPRESSION

ENGAGEMENT

ACTION & EXPRESSION

REPRESENTATION

ENGAGEMENT

HOW

WHY

WHAT

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THE UNIVERSAL DESIGN FOR LEARNING GUIDELINES

By CAST (Center for Applied Special Technology)

WHY IS TECHNOLOGY IMPORTANT FOR UDL?

Due to its versatility, technology offers multiple ways of presenting information in an attractive way and different formats, increasing students' motivation and attention. Technology can also offer an immediate feedback, guiding the learning process. Using technology allows students to develop new abilities, fostering their own responsibility, autonomy and self- regulation.

Digital tools for Engagement

Digital tools for Representation

Digital tools for Action & Expression

INTEF

Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado

TIPS TO APPLY UDL IN YOUR CLASSROOM

1- KNOW YOUR STUDENTS STRENGTHS AND BARRIERS 2- USE DIGITAL MATERIAL WHEN POSSIBLE 3- SHARE CONTENT IN A VARIETY OF WAYS 4- OFFER CHOICES FOR HOW STUDENTS DEMONSTRATE THEIR KNOWLEDGE 5- TAKE ADVANTAGE OF SOFTWARE SUPPORT But remember....Low and No Tech options also exist to apply UDL!

PROVIDE MULTIPLE MEANS OF ENGAGEMENT

To engage all learners in my class I should ask myself.... - In what ways do I give them choice and autonomy? - How do I make learning relevant to their needs and wants? - In what ways is my classroom accepting and supportive of all learners? Examples: - Survey individuals about their interests, strengths, and needs. Incorporate the findings into lessons. - State learning goals clearly and in a way that feels relevant.

PROVIDE MULTIPLE MEANS OF REPRESENTATION

- How can I present information in ways that reach all learners? - Have I considered options for how printed texts, pictures, and charts are displayed? - What options do I provide for anyone who needs support engaging with texts and/or with auditory learning? Examples: Make it easy for learners to adjust font sizes and background colors through technology. Provide options for engaging with texts, such as text-to-speech, audiobooks, or partner reading.

PROVIDE MULTIPLE MEANS OF ACTION & EXPRESSION

- How can I offer purposeful options for learners to show what they know? - When can I provide flexibility with timing and pacing? - Have I considered methods aside from paper-and-pencil tasks for them to show what they know? Examples: Provide calendars and checklists to help track the subtasks for meeting a learning goal. Allow learners to show what they know through a variety of formats, such as a poster presentation or a graphic organiser.

UDL IN 5 MINUTES!

UDL IN THE CLASSROOM

UDL PUT INTO PRACTICE

NOW IT'S YOUR TIME!

You are the English teacher in a small village in Extremadura, and you are required to create a set of English lesson activities that stem from a meaningful Learning Situation appropriate for fifth grade. The activities must be designed in alignment with UDL principles, ensuring accessibility, flexibility, and active engagement for all students. Special attention should be given to strategies that support the participation and learning of a student with Attention Deficit Hyperactivity Disorder (ADHD) and a student with visual difficulties, promoting full inclusion and equal opportunities for learning.

Book Creator → Combine text, images, audio, video in one digital book. Newsela → Texts at different reading levels with comprehension support. Google Read&Write → Text-to-speech, font adjustment, translations, highlighting. Canva / Genially → Visual aids, infographics, interactive presentations. YouTube / Ted-Ed → Video explanations, animations, and demonstrations.

Google Docs→ Collaborative writing and editing. Padlet → Digital posters, mind maps, brainstorming. Book Creator / StoryJumper → Create digital stories, comic strips, or e-books. Scratch / Tynker → Programming projects to show problem-solving and creativity. Audacity / Vocaroo / Flipgrid → Record audio explanations or oral presentations. Canva / PowerPoint / Genially → Multimedia presentations combining text, images, audio, and video.

The design is useful and marketable to people with diverse abilities.

1a. Provide the same means of use for all users: identical whenever possible; equivalent when not. 1b. Avoid segregating or stigmatizing any users. 1c. Provisions for privacy, security, and safety should be equally available to all users. 1d. Make the design appealing to all users.

RECOGNITION NETWORKS

THE WHAT OF LEARNING

• Perception
• Language and symbols

• Comprehension

The design can be used efficiently and comfortably and with a minimum of fatigue.

6a. Allow user to maintain a neutral body position. 6b. Use reasonable operating forces. 6c. Minimize repetitive actions. 6d. Minimize sustained physical effort.

The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.

4a. Use different modes (pictorial, verbal, tactile) for redundant presentation of essential information. 4b. Provide adequate contrast between essential information and its surroundings. 4c. Maximize "legibility" of essential information.

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The design accommodates a wide range of individual preferences and abilities.

2a. Provide choice in methods of use. 2b. Accommodate right- or left-handed access and use. 2c. Facilitate the user's accuracy and precision. 2d. Provide adaptability to the user's pace.

AFFECTIVE NETWORKS

THE WHY OF LEARNING

• Interest
• Effort
• Persistence
• Self-regulation

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Appropriate size and space is provided for approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.

7a. Provide a clear line of sight to important elements for any seated or standing user. 7b. Make reach to all components comfortable for any seated or standing user.

Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.

3a. Eliminate unnecessary complexity. 3c. Accommodate a wide range of literacy and language skills. 3d. Arrange information consistent with its importance. 3e. Provide effective prompting and feedback during and after task completion.

STRATEGIC NETWORKS

THE HOW OF LEARNING

• Physical action
• Expression and communication
• Executive function

Kahoot! / Quizizz / Blooket → Gamified quizzes to make learning fun. ClassDojo → Rewards, points, and communication for motivation. Padlet → Interactive boards for students to share ideas. Flipgrid → Video responses to engage students in discussion. Seesaw → Digital portfolio where students showcase work and get feedback.

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The design minimizes hazards and the adverse consequences of accidental or unintended actions.

5a. Arrange elements to minimize hazards and errors: most used elements, most accessible; hazardous elements eliminated, isolated, or shielded. 5b. Provide warnings of hazards and errors. 5c. Provide fail safe features.