Universal Design for Learning

Lecture 4
 Universal design for learning
• In 1950s the movement towards barrier-free
design began to gain momentum in U.S.
• At that time, wheelchair ramps, audio
systems, automatic doors and other
adaptation helped reduce barriers for people
with physical limitations.
Principles of Universal Design for Learning
• i) Multiple Means of Representations to support recognition learning which
give learners various ways to acquire information and knowledge. This is the
‘what’ of teaching and learning. The teacher needs to present information
and content in different ways to be comprehended by all.
• ii) Provide Multiple Means of Engagement which supports affective learning
to tap into learners interests, offer appropriate challenges and motivate
them to learn. This is the ‘why’ of the learning. The teacher here needs to
stimulate interest and create motivation for learning, so that maximum
indulgence is present.
• iii) Multiple Means of Actions and Expressions to support strategic learning
which give learners alternative of demonstrating what they know, it is the
‘how’ of the teaching and learning. Planning and performing tasks are
executed here. The teacher needs to differentiate the ways that learner can
express what they know and understand.
Differentiating Instruction
 UDL in the classroom
1. Display the Goal - Forming goals and displaying goals helps
learners to know what they are working to achieve.
2. Option for Assignments - there are multiple ways and options. For
example, learners may be able to create a video or a digital audio
file (make available as a podcast) to show what s/he knows.
3. Flexible Space for work - This includes spaces for quiet individual
work, small and large group work, and group instruction.
4. Regularity in Feedback - learners can get feedback often every day,
on how learners are doing.
5. Use of Technology, Digital and Audio Text - Learners should have
many options for reading, including print, digital, text to speech
and audio-books.
 Development of Teaching Plan
• Step:1 Set Goals of curriculum planning, it is recommend that teachers
establish the context for instruction. Context is usually based on country or
of state standards, followed by the design of goals for the instructional
episode.
• Step: 2 Analyze the Current Status of the instructional period while
planning UDL based lesson plans. What are the current methodologies,
assessments, and materials used to teach the lesson? Analyze the teaching
procedures with regards to potential barriers of learners in the classroom.
• Step: 3 Apply UDL to the Lesson/Unit, which includes the goals, methods,
assessments and materials used to implement the lesson.
• Step: 4 Teach the UDL Lesson/Unit, which means to minimize barriers and
realize the strengths and challenges of each learners, rely on effective
teaching practices, and apply challenges appropriate for each learner.
 Tier III
Intensive

Tier of Instruction and Support ,

individua
l
interven
tions
(assistive
technolo
gy
through
an
individua
lized Intervention:
Tier II Specific Group
(interventions forplana as
specific group of
an IEP, customized,
students – commercial,
problem-
and/or educational software, mapping
solving
software)
team
Tier I: Universal Interventions: plan)
(Interventions made available to all
students – universally designed features of commercially available
and existing software, UDL strategies, or free web-based
applications such as web cast, podcasts, electronically-based
mediums)
 Interpretation of Tiers
• Tier III-A few students will be able to
comprehend the concept.
• Tier II- Some students will know.
• Tier I- All students will know.
Possible Barriers Possible solutions
Students have difficulty copying from Watching PPT
White board
Some students have Language problem Using Sign Language
Some students may have problem in Break down into small group
mixing with large group
Student cannot sit for a required period Allow to do Action Rhyme, Jumping
of time 1time, 2 times and so on
 Formative assessment in UDL
• interview,
• peer interview,
• demonstration/performance,
• diagram,
• writing,
• mapping/Planning/Organizing
 Use of Technology in Universal Design for
Learning
• Assistive Technology device is any item or a piece of equipment or product system that
is used to increase, maintain, or to improve functional capabilities of diverse learners.
• Assistive Technology can be sub-divided into the following common categories:
1. Daily Living aids (picture schedules, dressing stick, zipper pull, button hook)
2. Communication aids (picture communication boards, single message switches)
3. Environmental aids (automatic doors, switch operated appliances)
4. Sensory aids (personal amplification system, Braille, Transcription, audio books)
5. Mobility and transportation aids (Standing and walking devices, scooters)
6. Computer access aids (screen readers, eye-gazed system)
7. Teaching and learning aids (graphic organizers, word prediction software)
8. Leisure, sports and recreation aids (Modified sport equipment, adapted video games)
9. Ergonomic aids (adjustable tables, wrist /arm support)
10. Seating and positioning aids. (support cushions, braces chairlifts)
 Summary
• The three essential qualities of Universal Design for Learning are multiple
means of representation, multiple means of engagement, and multiple means
of action and expressions. If teachers and school can provide flexibility in terms
of these qualities, learners can be empowered.
• Universal Design for Learning and differentiated instruction share common
elements.
• Teachers use ongoing formative assessment to identify learners strengths and
needs, set goals, monitor learners growth, and inform/guide instruction.
• Summative assessments can be the culminating assessment of a learner
project or unit of the study.
• Applying UDL principles to assessment using high and low technology tools and
programs fosters accessibility/participation for all learners.
• Authentic and alternative assessments should be used to assess and
communicate learners strength, needs and progress for all learners