Presentation about Universal Design for Learning, a teaching strategy for educating students with disabilities

1. UNIVERSAL DESIGN for LEARNING
Daniel Marx

2. REPRESENTATION
3. PROVIDE OPTIONS FOR COMPREHENSION
3.4 Options that support memory and transfer
 Low-tech:  8 Types:
 Graphic organizers  1) Assume and anticipate
 Visual models that
 2) Position & Pattern
provide tool for
understanding concepts  3) Group & Organize
and language &  4) Compare & Contrast
organizing and applying
information to achieve
 5) Relate & Reason
variety of purposes.  6) Identify & Imagine
 Allow info to be  7) Estimate & Evaluate
represented in easy-to-
remember ideas
 8) Combine & Create
 May be easier to study
from than traditional
notes.
(Gallavan & Kottler, 2007).

3. REPRESENTATION
1. PROVIDE OPTIONS FOR PERCEPTION
1.1 Options that offer ways of customizing display of
information
 High-Tech:
 Epson DC-11 Document Camera
 Classroom presentation tech, displays documents or 3D objects
 5-megapixel sensor, 10x digital zoom, and 30 frames-per-second
video (at full resolution)
 Can share info from textbooks, models, maps, etc. w/ vivid color
reproductions in landscape or portrait view (i.e. maps,
whiteboards, 3D objects, videos, etc,)
 Compatible w/ interactive whiteboard software “Smart Board”
 Can be connected to internet via USB connection to project
images onto a large screen that is remote controlled.
 Available at:
 DC 11 Product Page.htm.
 $559.00
EPSON Presents!.htm

4. EXPRESSION
6. PROVIDE OPTIONS FOR EXECUTIVE FUNCTIONS
6.2 Options that support planning and strategy
development
 Low-Tech:
 Homework Planner/Calendar
 Self-monitoring strategy to keep track of homework
assignments and communicate w/ parents
 Space for students to write homework assignments and record
tips for homework completion:
• Color the square for the day green if homework was
completed and returned.
• Color the square for the day red if homework was not
done.
• Color one-half of the square yellow and one-half of the
square red if homework was late.
 Place included for parents to sign off for homework
completion and space for teacher and parent to write messages
back and forth
 (ERIC/OSEP Special Project, 2001)

5. EXPRESSION
5. PROVIDE OPTIONS FOR EXPRESSIVE SKILLS
AND FLUENCY
5.1 Options that use multiple media for communication
 High-tech:
 DynaVox M3
 AAC (alternative and augmentative communication) w/
speech out put capabilities
 For individuals who have difficulty understanding
conversations, questions, & directions
 Uses gestures, communicates only basic needs, and uses
picture-symbol system.
 Programmed for developmental age of person
 Visual scenes use background/images to establish context
for communication.
 Programmed w/ dictionary to continuously add words
when needed.
(New Products, 2010).
http://www.youtube.com/watch?v=5AwpWclyjYo

6. ENGAGEMENT
7. PROVIDE OPTIONS FOR RECRUITING INTEREST
7.1 Options that optimize individual choice and autonomy
 High-tech:
 Podcasting
 Web 2.0 digital social networking tool. Used to create
and share user-generated content by means of
portable media players, such as iPods and MP3
players.
 In classroom, used to record written narratives into a
computer via voice for an online community. Students
recorded and then re-recorded their narratives,
revising and editing each time to develop oral fluency
and expression (Does it sound right?)
 Helped ELL middle-school students be engaged in the
reading and writing process
 (Selingo, 2006).
 http://www.nytimes.com/2006/01/25/technology/techspecial2/25podcast.htm
.
 https://mysdlax.lacrosseschools.org/groups/couleekids/.

7. ENGAGEMENT
8. PROVIDE OPTIONS FOR SUSTAINING EFFORT AND
PERSISTENCE
8.3 Options that foster collaboration and communication
 Low-tech: http://www.youtube.com/watch?v=__d
 Peer tutoring – System of
instruction in which pairs of
students w/ formal roles
work to promote each other’s
achievement
 2 Goals w/ Students w/
Disabilities:
 1) Foster social interactions
 2) Enhance academic
achievement
 Advantages/Disadvantages
 (Friend & Bursuck, 2009, p.
493-496)

8. References (1)
 EPSON, . (2000-2011). Dc-11 document camera. Retrieved from
http://www.epson.com/cgi-bin/Store/jsp/Product.do?sku
=V12H377020&BV_UseBVCookie=yes#0
 ERIC/OSEP Special Project (Spring 2001). Homework Practices that
Support Students with Disabilities. Research Connections in Special
Education (number 8). Reston, VA: The ERIC Clearinghouse on
Disabilities and Gifted Education. Available on line at www.ericec.org.
 Friend, M., & Bursuck, W.D. (2009). Including students with special needs:
A practical guide for classroom teachers, fifth edition. New Jersey: Pearson
Education, Inc., pp 493-496.
 Gallavan, N. P., & Kottler, E. (2007). Eight Types of Graphic Organizers for
Empowering Social Studies Students and Teachers. Social Studies, 98(3),
117-128.
 Halderson, J. (2009, December 21). Coulee kids podcast . Retrieved from
https://mysdlax.lacrosseschools.org/groups/couleekids/.

9. References (2)
 McNulty, J. (2007-2011). Free printable behavior charts.com. Retrieved
from http://www.freeprintablebehaviorcharts.com/homework_charts.htm.
 New Products. (2010). Exceptional Parent, 40(6), 10. Retrieved from EP
MAGAZINE/www.eparent.com.
 Selingo, J. (2006, January 25). New york times report: Students and
teachers, from k to 12, hit the podcasts . Retrieved from
http://www.nytimes.com/2006/01/25/technology/techspecial2/25podcast.html
 Tangient LLC (2010). Wikispaces. Retrieved from
http://www.wikispaces.com/.