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Getting familiar with Universal Design for Learning (UDL) START HERE.

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Getting familiar with Universal Design for Learning (UDL) START HERE.

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This video is the perfect place for someone who is new to UDL to start so they can understand the basics of UDL and become familiar with the three principles associated with UDL.

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What is Universal Design for Learning (UDL)?

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Source: http://edtech.cal.msu.edu/introduction-to-universal-design-for-learning-udl/

It is important to be familiar with the three principles associated with UDL. Here is a graphic organizer of the three principles and a short explanation for each.

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All about Universal Design for Learning (UDL)

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All about Universal Design for Learning (UDL)

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On this website, you can read about the history of UDL, what it looks like to implement UDL, as well as two specific examples of cases where UDL was successful for the learner. I think it is especially useful to read about the two case studies and see authentic examples of UDL success stories.

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This is a very useful short read where you can see a specific example of the three principles of UDL: engagement, representation, and action and expression. These kids may have learning disabilities, but with the help of technology and a slightly different approach to the novel study, they are able to read the same novel their peers are reading and be successful as well!

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Volume 18, Number 1
January/February 2002

New technology-based strategies offer hope that students of all abilities will have the opportunity to thrive in school

In a school north of Boston, a dozen 7th graders are enjoying a novel experience. They are reading a book from the district's required reading list, the same book that their peers have been assigned. Hatchet, written by Newbery-award winner Gary Paulsen, is an adventure story about a young man's two-month survival in the Canadian wilderness following a plane crash. Most of the students have learning disabilities, so they relate well to Brian, the protagonist, because they too have felt lost in the woods-when trying to read books written for kids their age.

They sit at computers, each wearing headphones, and read a digital text of Hatchet using a program called Thinking Reader. For some, the computer simultaneously highlights each word on the screen and reads it aloud. Students who don't understand a particular word can get a definition with a click of the mouse.

Occasionally, a cartoon genie appears on screen and prompts them to stop and think more deeply about the text. It may ask them to summarize what they've read, predict what happens next, formulate the kinds of questions teachers might ask, and seek to clarify confusing passages. If they forget what those strategies entail, the genie offers hints. The students type their responses into a box at the bottom of the screen-a journal that will later help them and their teacher assess their progress. The teacher moves among the children, answering questions the genie can't and prompting them further-to be more specific in their responses, perhaps, or to consider another point of view. The class will eventually gather off-line to discuss the book with their teacher; they do this about once every two weeks.

This is an excerpt from the Harvard Education Letter. Subscribers can click here to continue reading this article.

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Volume 18, Number 1 January/February 2002 New technology-based strategies offer hope that students of all abilities will have the opportunity to thrive in school In a school north of Boston, a dozen 7th graders are enjoying a novel experience. They are reading a book from the district's required reading list, the same book that their peers have been assigned.

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Source: https://www.novakeducation.com/blog/6-myths-about-universal-design-for-learning

This is a very important resource when learning about UDL. There are many myths that exist regarding UDL and this infographic addresses some of the myths and debunks them! It is important that you clearly understand UDL and approach it without any false information.

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Universal Design for Learning from start to finish

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Universal Design for Learning from start to finish

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This video discusses the questions why and how. Why would you want to use UDL when designing instruction? Why do you need to consider barriers for students before teaching the lesson? How do you incorporate UDL in different aspects of your classroom? Watch this video to find out!

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Assessments are a large part of designing instruction. This quick read allows you to see what to include and what to avoid when creating an assessment. This would be an example of the action and expression principle for UDL.

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Publication Date: 2002-Jun

Universally Designed Assessments: Better Tests for Everyone! NCEO Policy Directions.

Thompson, Sandra; Thurlow, Martha

This report argues that educators need to take a more global approach to addressing educational assessment issues, a universal design approach in which increased access for all students is considered from the beginning. Principles of universal design in architecture and other areas are listed. These include equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical efforts, and size and space for approach and use. The report then translates these principles into elements of universally designed educational assessments, including: (1) inclusive assessment populations; (2) precisely defined concepts; (3) accessible, non-biased items; (4) amenable to accommodations; (5) simple, clear, and intuitive instructions and procedures; (6) maximum readability; (7) comprehensibility; and (8) maximum legibility. Plain language editing strategies are then listed. Recommendations include reduce wordiness, use common words, avoid ambiguous words, avoid irregularly spelled words, avoid proper names, avoid inconsistent naming and graphic conventions, avoid unclear signals about how to direct attention, and mark all questions. The report closes by explaining dimensions of legibility and characteristics of maximum legibility. The need to progress toward universally designed assessments as rapidly as possible is stressed. (CR)

Descriptors: Achievement Tests, Disabilities, Educational Assessment, Educational Testing, Elementary Secondary Education, Evaluation Methods, Standards, Student Evaluation, Student Participation, Test Construction, Test Format, Testing Accommodations, Testing Problems

National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455. For full text: http://education.umn.edu/NCEO/OnlinePubs/Policy13.htm.

Publication Type: Guides - Non-Classroom

Sponsor: Special Education Programs (ED/OSERS), Washington, DC.

Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.

Grant or Contract Numbers: N/A

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ERIC - ED467724 - Universally Designed Assessments: Better Tests for Everyone! NCEO Policy Directions., 2002-Jun

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This report argues that educators need to take a more global approach to addressing educational assessment issues, a universal design approach in which increased access for all students is considered from the beginning. Principles of universal design in architecture and other areas are listed.

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This website offers a checklist you can use to ensure you are implementing UDL in your teaching. The checklist is broken up into several categories such as class climate, physical environment/products, delivery methods, information resources/technology, interaction, feedback, assessment, and accommodations.

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by Sheryl Burgstahler, Ph. D

Increased interest in the universal design of curriculum and instruction-where universal design (UD) principles are applied in developing and selecting curriculum, choosing and implementing instructional methods, and arranging physical spaces and activities-is gaining increased attention by educational researchers and practitioners at K-12 and postsecondary levels. UD means that, rather than designing your instruction for the average student, you design for potential students with a broad range of abilities, disabilities, age, reading levels, learning styles, native languages, and other characteristics. Design of instruction can be discussed as a set of strategies applied to specific aspects of instruction or as a process.
The Process
To implement this process, an instructor can select appropriate strategies for the delivery of instruction and then apply universal design to specific activities within a class. Specifically, the instructor needs to

1. Identify the course. Select the course, goals, and overall content for the course.

2. Define the universe. Describe the overall population of students (e.g., prerequisites for enrolling) who might take the course and then consider the diverse characteristics of potential students (e.g., characteristics with respect to gender, age, size, ethnicity/race, native language, learning style, socioeconomic status, and abilities to see, hear, move and manipulate objects, and learn).

3. Select standards for good practice. Adopt good teaching practices.

4. Adopt UD guidelines. Create or select existing UD guidelines/standards. Integrate UD practices with other best teaching practices.

5. Apply guidelines/standards. Apply universal design along with design principles and standards for good teaching practice to the overall design of instruction (e.g., choices of lecture, discussion, cases, online notes), instructional methods, and curriculum materials (e.g., website) to maximize the learning of students with the wide variety of characteristics identified in Step 2).

6. Plan for accommodations. Develop processes to address accommodation requests (e.g., arrangement for sign language interpreters, creation of alternate format) of specific students for whom the course design does not automatically provide access.

7. Evaluate. On an ongoing basis, monitor the effectiveness of the instruction by gathering feedback from students with a diverse set of characteristics, assess learning, and modify the course based on their feedback.
UDI Strategies
To apply universal design, instructors should consider the potential variation in individual skills, learning styles and preferences, gender, culture, abilities, and disabilities as they select instructional strategies and apply the following guidelines, put together by consulting publications of leaders in the field of universal design of instruction.

The following checklist can guide you in making your course universally accessible. Your disabled student services office may also be able to assist you in increasing the accessibility of your unit. This content does not provide legal advice. Consult your campus legal counsel or ADA/504 compliance officer regarding relevant legal issues. Consultation with your regional Office for Civil Rights (OCR) can also help clarify issues.
Class Climate
Adopt practices that reflect high values with respect to both diversity and inclusiveness.

__ Welcome everyone. Create a welcoming environment for all students. Encourage the sharing of multiple perspectives. Demonstrate and demand mutual respect.

__ Avoid stereotyping. Offer instruction and support based on student performance and requests, not simply on assumptions that members of certain groups (e.g., students with certain types of disabilities or from specific racial/ethnic groups) will automatically do well or poorly.

__ Motivate all students. Use teaching methods and materials that are motivating and relevant to students with diverse characteristics with respect to age, gender, culture, etc.

__ Be approachable and available. Learn students' names. Welcome questions in and outside of class, seek out a student's point of view, and patiently respond. Maintain regular office hours and work around student schedule conflicts with them.

__ Address individual needs in an inclusive manner. Make statements on the syllabus and in class inviting students to meet with you to discuss disability-related accommodations and other learning needs. Avoid segregating or stigmatizing any student by drawing undue attention to a difference (e.g., disability) or sharing private information (e.g., a specific student's need for an accommodation).
Physical Environments/Products
Assure that facilities, activities, materials, and equipment are physically accessible to and usable by all students and that all potential student characteristics are addressed in safety considerations.

__ Assure physical access to facilities. Use classrooms, labs, workspaces, and fieldwork sites that are accessible to individuals with a wide range of physical abilities.

__ Arrange instructional spaces to maximize inclusion and comfort. Arrange seating to encourage participation, giving each student a clear line of sight to the instructor and visual aides and allowing room for wheelchairs, personal assistants, and assistive technology. Minimize distractions for students with a range of abilities to pay attention (e.g., put small groups in quiet work areas).

__ Assure everyone can use equipment and materials. Minimize nonessential physical effort and provide options for operation of equipment, handles, locks, cabinets and drawers from different heights, with different physical abilities, with one hand, and by right- and left-handed students in workspaces. Use large print to clearly label controls on lab equipment and other educational aides, using symbols as well as words and provide straightforward, simple oral and printed directions for operation and use.

__ Assure safety. Develop procedures for all students, including those who are blind, deaf, or wheelchair users. Label safety equipment simply, in large print, and in a location viewable from a variety of angles. Repeat printed directions orally.
Delivery Methods
Use multiple, accessible instructional methods.

__ Provide multiple ways to gain knowledge. Use multiple modes to deliver content and motivate and engage students-consider lectures, collaborative learning options, hands-on activities, Internet-based communications, educational software, fieldwork, etc.

__ Make each teaching method accessible to all students. Make each instructional method accessible to students with a wide range of abilities, disabilities, interests, learning styles, and previous experiences. Provide the same means of participation to all students, identical when possible, equivalent when not.

__ Select flexible curriculum. Choose textbooks and other curriculum materials that address the needs of students with diverse abilities, interests, learning styles and preferences, and other characteristics. Assure that curriculum materials are well organized, emphasize important points, provide references for gaining background knowledge, and have study questions and/or practice exercises, chapter outlines, comprehensive indexes, and glossaries. Consider technology-based materials that provide prompting, regular feedback, opportunities for multiple levels of practice, and access to background information, vocabulary and other supports based on student responses.

__ Use large visual and tactile aides. Make visual aides as large as reasonable (e.g., use large, bold fonts on uncluttered overhead displays and connect a microscope to computer display screens to enlarge images). Use manipulatives to demonstrate content.

__ Deliver instructions clearly and in multiple ways. Provide instructions both orally and in printed form. Ask for questions and have students repeat directions, and give feedback.

__ Provide cognitive supports. Summarize major points, give background/contextual information, provide effective prompting, provide scaffolding tools (e.g., provide outlines, class notes, summaries, study guides, copies of projected materials with room for note-taking) and other cognitive supports. Deliver these materials in printed form and in a text-based electronic format. Provide opportunities for gaining further background information and vocabulary and different levels of practice with variable levels of support.

__ Make content relevant. Put learning in context. Create and update course content and provide multiple examples of specific concepts to make them relevant to individuals with diverse characteristics with respect to age, ability, gender, ethnicity, race, socioeconomic status, interests, etc.
Information Resources/Technology
Assure that course materials, notes, and other information resources are engaging, flexible, and accessible for all students.

__ Select materials early. Choose printed materials and prepare a syllabus early to allow potential students the option of beginning to read materials and work on assignments before the class begins and to allow adequate time to arrange for alternate formats, such as books on tape (which for textbooks can take longer than a month).

__ Use multiple, redundant presentations of content that use multiple senses. Use a variety of visual aides and manipulatives.

__ Provide all materials in accessible formats. Use textbooks that are available in digital, accessible format and with flexible features. Provide the syllabus and other teacher-created materials in text-based, accessible electronic format. Use captioned videos and provide transcriptions for audio presentations. Apply accessibility standards to websites. Adhere to accessibility guidelines or standards adopted by your institution or state. Section 508 Standards for Accessible Electronic and Information Technology ( http://www.access-board.gov/sec508/guide/) and the World Wide Web Consortium's Accessibility Guidelines ( http://www.w3.org/WAI/) are most commonly used.

__ Accommodate a wide variety of reading levels and language skills. Present content in a logical, straightforward manner and in an order that reflects levels of importance. Avoid unnecessary jargon and complexity. Create materials in simple, intuitive formats that are consistent with the expectations and intuitions of students with a diverse set of characteristics.

__ Assistive technology. If computer or science labs are used, assure that assistive technology for students with disabilities is available or can be readily acquired.

For specific guidelines for online content, consult the video and publication Real Connections: Making Distance Learning Accessible to Everyone at http://www.washington.edu/doit/Video/real_con.html.
Interaction
Encourage regular and effective interactions between students and the instructor and assure that communication methods are accessible to all participants.

__ Promote effective communication with you. Face the class, speak clearly, use a microphone if your voice does not project adequately for all students, and make eye contact with all students. Use straightforward language and minimize unnecessary jargon and complexity in electronic and written communications. Use student names in communications. Employ interactive teaching techniques. Be available for online communication and encourage students to visit you during office hours; consider making a student-instructor meeting a course requirement.

__ Encourage cooperative learning. Assign group work where learners must support each other and that places a high value on different skills and roles. Encourage different ways for students to interact with each other-e.g., in-class questions and discussion, group work, Internet-based communications.

__ Make interactions accessible to all participants. For example, do not use a telephone conference unless all students expected to participate can participate given their abilities to hear, speak, and meet the schedule requirements. Also require that small groups communicate in ways that are accessible to all group members.
Feedback
Provide specific feedback on a regular basis.

__ Provide feedback and corrective opportunities. Allow students to turn in parts of large projects for feedback before the final project is due. Give students resubmission options to correct errors in assignment and/or exams.

__ Arrange for peer feedback. Have students review each others' work before assignments are submitted and graded.
Assessment
Regularly assess student progress using multiple, accessible methods and tools and adjust instruction accordingly.

__ Set clear expectations. Create a straightforward and comprehensive grading rubric. Provide a syllabus with clear statements of course expectations; assignment descriptions, deadlines, and expectations; and assessment methods and dates. Keep academic standards consistent for all students, even for those who require accommodations.

__ Provide multiple ways to demonstrate knowledge. Assess group/cooperative performance as well as individual achievement. Consider traditional tests with a variety of test item formats (e.g., multiple choice, essay, short answer), papers, group work, demonstrations, portfolios, and presentations as options for demonstrating knowledge, providing students choices in assessment methods and/or allowing students to use information technology to complete exams.

__ Monitor and adjust. Regularly, informally (e.g., class discussion) and/or formally (e.g., through frequent, short exams), assess background knowledge and current learning of students and adjust instructional content and methods accordingly.

__ Test in the same manner in which you teach. Assure that a test measures what students have learned, not their ability to adapt to a new format or style of presentation.

__ Minimize time constraints when appropriate. Plan for variety in pace of learning and completion of work by announcing assignments well in advance of due dates. Allow extended time on tests and projects, unless speed is an essential outcome of instruction.
Accommodation
Plan for accommodations for students for whom the instructional design does not meet their needs.

__ Know how to arrange for accommodations. Know how to get materials in alternate formats, reschedule classroom locations, and arrange for other accommodations for students with disabilities. Make sure that assistive technology can be made available in a computer or science lab in a timely manner.

_______________________
For more examples of UDI consult CAST, http://www.cast.org/udl/; FacultyWare, http://www.facultyware.uconn.edu/home.cfm; and Fast Facts for Faculty on UDL, http://telr.osu.edu/dpg/fastfact/undesign.html.
Checklist Updates and Resources

The checklist in this publication is a working document. To increase its usefulness, send suggestions to sherylb@u.washington.edu. For more information about universal design of instruction, principles of universal design, and resources for UDI, consult the publication Universal Design of Instruction: Definition, Principles, and Examples at http://www.washington.edu/doit/Brochures/Academics/instruction.html. Consult Equal Access: Universal Design of Student Services at http://www.washington.edu/doit/Brochures/Academics/equal_access_ss.html for a checklist for making a tutoring and learning center or other student service accessible to students with disabilities.

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by Sheryl Burgstahler, Ph. D Increased interest in the universal design of curriculum and instruction-where universal design (UD) principles are applied in developing and selecting curriculum, choosing and implementing instructional methods, and arranging physical spaces and activities-is gaining increased attention by educational researchers and practitioners at K-12 and postsecondary levels.

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Chickering's 7 Principles of Good Practice

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Chickering's 7 Principles of Good Practice

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This is yet another example of principles within UDL. It is interesting to note the overlap between these principles and others we have seen while looking at different resources. You will see 7 principles outlined and a description for each as well.

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While everyone agrees that learners cover a diverse range of learning styles and needs, delivering the curricula to suit this diversity of learners, including those with disabilities, has been a challenge. Chickering's (1987) Seven Principles of Good Practice (below) provides the rationale for establishing a flexible and supportive learning environment. While these principles formed the basis of teaching strategies prior to the development of the principles of universal design, they are still used in many instructional programs as they offer a common sense approach to instruction.

Recent theorists offer new approaches to instruction that consider the range of diverse learning needs, and recommend new ways of designing the curricula. The concept of universal design has been recently applied instruction and learning by various institutions and organizations as it presents an attitude and approach to design of services, objects, systems, and environments to ensure that they are equally accessible and inclusive to the largest number of people possible, The goal is to ensure that the services, objects, systems, and environments can be simultaneously experienced by the largest number of people possible.

Scott, Shaw, & McGuire (2003) at the University of Connecticut established 9 principles of Universal Design for Instruction (UDI); they used the original 7 principles of universal design which were architecturally based, (NSCU, 1997), added instructional definitions for each principle, plus added 2 new principles identifying a community of learners and instructional climate as key roles in instruction. Their research has taken place both in university and college environments, moving well beyond the built environment.

The Center for Applied Special Technology (CAST) identified 3 primary principles as the basis for Universal Design for Learning (UDL) and did not use the original principles of universal design as the starting point (Rose & Wasson, 2008). These primary principles have sub categories and offer strategies for teaching that allows for individual differences. While the bulk of the research at CAST has been centered on kindergarten through grade 12 instruction, they have been expanding the use of these principles in higher educational settings to ensure their relevancy for learning of all ages.

Several projects have also been exploring ways to apply these principles to postsecondary instruction. The Curriculum Transformation and Disability Center at the University of Minnesota has several publications based on their research and experience, including "Principles for Applying Universal Instructional Design". They have developed a list of criteria to guide the design of a course using the principles of universal design.

Whether one uses the principles of UDI or UDL, the outcome is intended to be the same - to increase the opportunity for diverse learners to fully participate in the learning environment. This new view of curriculum design reduces the pressure on an individual person to fit into an inflexible instructional environment as well as reduces the need to provide individualized accommodations or retrofit activities. The point is to ensure that learning and instruction are inclusive, present flexible options, lead to increased independence, and simultaneously experienced by the greatest number of students possible.

The following table provides a list of Chickering's principles of good practice along with a description of each.

Principles

Description

1. Encourages Contact Between Students and Faculty

Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

2. Develops Reciprocity and Cooperation Among Students

Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.

3. Encourages Active Learning

Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.

4. Gives Prompt Feedback

Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, [and university] and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

5. Emphasizes Time on Task

Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.

6. Communicates High Expectations

Expect more and you will get more. High expectations are important for everyone - for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.

7. Respects Diverse Talents and Ways of Learning

There are many roads to learning. People bring different talents and styles of learning to college [and university]. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in new ways that do not come so easily.

Resources:

Chickering, A. W. & Z. F. Gamson (1987). "Seven Principles for Good Practice in Undergraduate Education." American Association of Higher Education Bulletin 39: 3-7. Retrieved December 1, 2008 from
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

North Carolina State University. 1997. About UD: Universal Design Principles. Retrieved March 18, 2008 from http://www.design.ncsu.edu/cud/about_ud/udprincipleshtmlformat.html#top

Rose, David and Wasson, Jenna. (2008). Universal Design for Learning (UDL) Guidelines - Version 1.0. Boston: Center for Applied Special Technology. Retrieved December 1, 2008 from
http://udlguidelines.cast.org/

Scott, S., Shaw, S. and McGuire, J. (2003). Universal Design for Instruction: A new paradigm for teaching adults in postsecondary education. Remedial and Special Education, 24(6), 369-379. Retrieved December 1, 2008 from http://www.facultyware.uconn.edu/files/UDI_principles.pdf
Original content source: Project PACE

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Universal Design for Instruction and Learning Environments

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While everyone agrees that learners cover a diverse range of learning styles and needs, delivering the curricula to suit this diversity of learners, including those with disabilities, has been a challenge. Chickering's (1987) Seven Principles of Good Practice (below) provides the rationale for establishing a flexible and supportive learning environment.

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Strategies for making learning accessible to all students!

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Strategies for making learning accessible to all students!

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Source:
Disabilities, Opportunities, Internetworking, and Technology (DO IT)

This video discusses the process of planning for barriers that may arise and strategies for implementing those accommodations. The video itself is an example of UDL, the video provided closed captions without having to turn them on yourself. This is a strategy for planning for visual learners or those who are deaf.

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Skip to main content

Disabilities, Opportunities, Internetworking, and Technology

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Equal Access: Universal Design of Instruction