Universal Design for Learning David Rose, Ed.D. CAST

Transcription

1 Universal Design for Learning David Rose, Ed.D. CAST

2 The Concept of Universal Design

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5 Two Ways to View the Problem

6 Matt s Disability

7 Matt s Solution (with attitude)

8 The School s Disability

9 The School s Solution

10 A Better Solution: Universal Design

11 Who benefits?

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14 What s better about Universal Design? Recognizes the reality of diversity Built right from the start Less costly than retrofits More efficient than individual solutions More aesthetic Benefits more people

15 The Concept of Universal Design for Learning

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17 Learning is not one thing But teaching often is.

18 Two Ways to View the Problem

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20 What needs to be considered in Universal Designs for Learning?

21 First, understand what learning is, and what kinds of learners there are. The benefits of new technologies.

22 Learning is not one thing.

23 Learning is not one thing: a) There are many different kinds of learning

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25 Learning is not one thing b) Even within one task, there are many kinds of learning

26 Left panel: the harmony condition activated the left side of the brain more than the right. It also activated inferior (or lower) regions of the temporal cortex as compared to the melody condition Center panel: the melody condition activated both sides of the area called the temporal cortex (which is known to represent sound) to a much greater extent than did the rhythm and harmony conditions. Right panel: much of the brain activation observed during the rhythm condition was in the cerebellum. PET scans by Lawrence Parsons, Peter Fox, and Donald Hodges Universty of Texas, San Antonio

27 Word Reading in the Brain

28 Learning is not one thing: c) Differs between Individuals

29 FMRI Summary Dyslexia From Shaywitz et al.

30 Learning is not one thing: d) Differs within individuals: Development

31 When reading emotion, teens (left) rely more on the amygdala, while adults (right) rely more on the frontal cortex. Deborah Yurgelon Todd, 2000

32 Learning is not one thing: e) Differs within individuals: Experience

33 Vygotsky in the Brain

34 Vygotsky, Part 2

35 Learning is not one thing But teaching often is.

36 Learning is not one thing But teaching often is.

37 ..IDA s definition of dyslexia notes that reading difficulty should be unexpected in relation to the provision of effective classroom instruction We find it difficult to understand why anyone would deem instructional methods effective in instances where they do not work. With this definition effective instruction is instruction that is, ipso facto, not effective for children who are dyslexic... Rather than fault the instruction, this definition faults the child. Hruby and Hynd, (Reading Research Quarterly, October, 2006)

38 As Learning Technologies, Books have disabilities

39 As Learning Technologies, Books have disabilities: Disabilities in WHO they can teach successfully

40 As Learning Technologies, Books have disabilities: Disabilities in WHAT they can teach successfully

41 As Learning Technologies, Books have disabilities: Disabilities in HOW they can prepare students for their future

42 The options: 1) Dumb the books down 2) Smarten the books up

43 Smartening Up through technology: Using the power and flexibility of modern technology

44 Using the power and flexibility of modern technology To create Universal Designs for Learning

45 What kinds of disabilities do books have?

46 Recognition Networks

47 Recognition Networks Learn to recognize patterns and assign meaning to them Learn to transform sensory information into knowledge The What of learning.

48 Recognition Networks Sensory Barriers Linguistic Barriers Cognitive Barriers

49 Multiple Means of Presentation

50 Strategic Networks

51 Strategic Networks Learn to generate coordinated skills and actions. Learn to transform goals into meaningful actions The How of learning.

52 Strategic Networks Motor/Physical Barriers Skill and strategy Barriers Planning and Organizational Barriers

53 Multiple Means of Action and Expression

54 Affective Networks

55 Affective Networks Learn the importance or value of patterns around us Learn to regulate and control our emotional reactions The Why of learning.

56 Affective Networks Barriers to recruiting interest Barriers to sustaining motivation and effort Barriers to learning selfregulation

57 Multiple Means of Engagement

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59 What needs to be Universally Designed for Learning? 1) Standards and objectives 2) Curricular materials and tools 3) Teaching methods 4) Assessment Techniques.

60 Promising Developments in UDL Commercial Publishers and Producers Scholastic, Pierson, etc. Accessible Media Producers Recording for Blind and Dyslexic, Kurzweil, Aequus, TextHelp, etc.

61 Promising Developments in UDL Federal and State Regulations NIMAS State Initiatives

62 The National Instructional Materials Accessibility Standard (NIMAS)

63 addresses the national need to increase the availability and timely delivery of print instructional materials in accessible formats to blind or other students with print disabilities in elementary and secondary schools.

64 ..NIMAS is a standard for digital source files that can be used to accurately and reliably produce instructional materials in a variety of alternate formats using the same source file.

65 Promising Developments in UDL Individual Parents and Teachers Across the Country

66 Promising Developments in UDL Examples of Research and publications: ex.html

67 What can YOU do? Bookbuilder

68 For more info: CAST.org Bookbuilder