1. Donna Carroll Introduction to Universal Design for Leaning EDUC 7109

2. What is Universal Design for Learning? The definition provided by CAST for Universal Design for Learning “a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.” Retrieved from: http://cast.org/udl/index.html

4. Ron Mace (architect, and founder of CAST) believed that all educational building should be accessible to all even those with disabilities..

5. The idea of making the building more accessible in the beginning was more cost effective than adding the accommodations later.

6. Examples of Universal Design concepts: * Ramps * Elevators * Closed Captioned TV

8. Strategic Networks “how” of learning

10. How we categorize the things we see, hear, and read.

11. Identification of letters or words.

12. Pattern recognition

13. Each person has a unique recognition network based on his or her gifts or talents

15. Use graphic organizers

16. Highlighters

17. Animation

19. How we plan and organize our ideas

20. How we express ourselves. ( writing or solving Math problems)

21. Differentiate the ways students can express their knowledge.

23. Role Playing

24. Choose answers from multiple choices.

25. Books on tape

26. Rubrics

27. Check for understanding.

29. Why learners get engaged

30. Why they stay challenged and excited about their learning.

31. The learner must be stimulated and motivated to continue to learn.

33. Certificates/ Parties

34. Offer choices for content

35. Have varied levels of materials .

38. iPads and iPods for students with limited mobility

39. PowerPoint presentations for organization of ideas

40. Online flashcards for studying math.

42. Brain Research Brain research is still fairly new but research has found that everyone ‘s brain is unique and responds to things based on the experiences a person has. Some research has shown that a child born with a disability can function better than a student raised in an impoverished environment if given the right stimuli and nurturing environment. According to an article by the CCE(2010), the brain has a path or neurons that the new information follows. If new information is not used the path becomes broken. The research states that the learning should be meaningful to the students. A teacher should identify a students’ strengths and design lessons based on this. http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=6271

43. Implications for Learning and Instruction Using UDL Methods When using the methods and criteria set forth by CAST and UDL a teacher is eliminating the barriers that can come form regular planning. When a teacher uses a survey which is suggested in UDL he or she will learn the differences in their children. This information can then be used to help design lessons that meet the needs of all the students. UDL also offers choices and flexibility especially when incorporating technology. Offering choices also eliminated barriers students may have.

44. CAST Tools CAST Lesson builder http://lessonbuilder.cast.org/ With the lesson builder the teachers can design lessons that follow the CAST guidelines for UDL. The lesson builder could be a tool that could be used un my workplace because it would be a good start to seeing examples of lessons already designed by using the UDL model. This tool would also show my workplace how easy it would be to take the tools we already have an incorporate the designs of UDL to ensure learning for all students.

45. CAST Tools (cont.) UDL Curriculum checklist: http://udlselfcheck.cast.org/ This tools allows educators to check their curriculum against the CAST UDL guidelines to ensure ALL students are getting a curriculum that meets their needs. This would be a good tool for my workplace because we could begin by taking the checklist and seeing if our curriculum already meets these guidelines and then plan lessons for the ones that do not meet the guidelines. This site also gives examples of how to meet each area.

46. CAST Tools (cont.) Class Profile Maker: http://www.cast.org/teachingeverystudent/tools/classprofile.cfm With the class profile maker the teacher can administer a survey to find out which one of the three brain networks the student responds to . The teacher then can design lessons based on the child’s strengths. This would be a good tool for my workplace because it is a quick and easy tool to get a profile of each of our students. When using this tools combined with the lesson builder and curriculum check a teacher should be able to ensure good quality lessons for all students.

47. Resources Center for Applied Special Technologies, CAST retrieved from : http://www.cast.org/index.html Council for Exceptional children (2010). Brain research sheds new light on student learning, teaching strategies, and disabilities. Retrieved from: http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=6271