Last Updated on Saturday, December 10, 2011 at 10:01 PM
What is UDL?
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.
In addition to this definition, the framework of UDL has been elaborated by CAST in Teaching Every Student in the Digital Age by Rose & Meyer (ASCD, 2002), The Universally Designed Classroom (Rose, Meyer, & Hitchcock, Eds.; Harvard Education Press, 2005), and A Practical Reader in Universal Design for Learning (Rose & Meyer, Eds.; Harvard Education Press, 2006).
UDL Guidelines 2.0
The principles of Universal Design propose adapting instruction to individual student needs through:
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Multiple means of presentation of information to students (e.g., digital text, audio, video, still photos, images, and all in captions as appropriate).
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Multiple means of expression by students (e.g., writing, speaking, drawing, video-recording, assistive technology).
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Multiple means of engagement for students (e.g., choice of tools, adjustable levels of challenge, cognitive supports, novelty or varied grouping)." (Bremmer et al., 2002)
In support of UDL, Kentucky regulations require that any instructional material and/or instructional technology to be considered for state adoption, must be made available by publishers in accessible digital format (704 KAR 3:455). An essential critical attribute of any high quality instructional material or instructional technology is availability of the material in an accessible digital format consistent with this regulation.
References:
Bremer, Christine D., Clapper, Ann T., Hitchcock, Chuck, Hall, Tracy, and Kachgal, Mera. National Center on Secondary Education and Transition, Information Brief, December , 2002, Vol. 1, Issue 3. Universal Design: A Strategy to Support Students' Access to the General Education Curriculum.
ERIC-OSEP Special Project, Council for Exceptional Children. Research Connections in Special Education, Number 5, Fall 1999. Universal Design, Ensuring Access to the General Education Curriculum.
Rose, David H. and Meyer, Anne. Teaching Every Student in the Digital Age, Universal Design for Learning. Association for Supervision and Curriculum Development, 2002.
Why Universal Design for Learning is for All Students
Although classrooms in Kentucky have always been full of diverse students, that diversity is becoming more and more varied. Emphasis on educating students with disabilities in more inclusive settings and the ever-increasing numbers of English language learners has created classrooms of a much more diverse population than in past decades. This variety calls for teachers to leave behind the 'one size fits all' mentality and to begin planning for the diverse learning needs of ALL students under their care.
Rather than waiting for the failure of the curriculum to meet the needs of a few students, implementing the concept of Universal Design promotes success for all. Considering the individual strengths and weaknesses of students during the design of units of study and lessons, provides for the maximum learning of individuals.
In addition, experience with Universal Design for living spaces has shown us that adapting for the needs of individuals with disabilities can have an added bonus of benefit to the non-disabled. Curb cuts, lowered areas in the sidewalk, were designed for persons in wheelchairs, but are more frequently used for grocery carts, strollers, luggage or handcarts. Closed-captioned television was designed for the hearing impaired, but is more frequently used in gyms and sports bars.
"By helping those who are marginalized in traditional classrooms (e.g., those with learning disabilities, physical disabilities, and other challenges), we are discovering educational methods and materials that are flexible and powerful enough to help all students, regardless of their ability, maximize their progress." (CAST, 2004)
Testimonials for UDLThe following comments have been collected from teachers across Kentucky. Responses come from special education and general education teachers across all grade levels. Most of them reflect their response to the use of Read and Write software by TextHELP.