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The Universal Design Curriculum Model By Pamela Cianci Ryan Parker Jodie Brewer

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Background <ul><li>Originated in architectural studies. </li></ul><ul><li>Considerations of physical access for individuals with sensorimotor disabilities led to designs that incorporated assistive technologies and adaptations. </li></ul><ul><li>examples: curb cuts and automatic doors </li></ul><ul><li>Two groups that have been instrumental in applying the Universal Design Learning Curriculum “UDL” are CAST, The Center for Applied Special Technology and the National Center to Improve the Tools of Educators (NCITE). </li></ul>

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The UDL Framework According to CAST <ul><li>Modes of learning </li></ul><ul><ul><li>1. Recognizing essential cues and patterns </li></ul></ul><ul><ul><li>2. Mastering skills & strategies </li></ul></ul><ul><ul><li>3. Engaging in learning </li></ul></ul><ul><li>Flexible options for each mode </li></ul><ul><ul><li>Accessing information </li></ul></ul><ul><ul><li>Practicing and demonstrating skills </li></ul></ul><ul><ul><li>Engaging with material </li></ul></ul>

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Definition <ul><li>Universal Design is the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. </li></ul><ul><li>It is achieved by means of flexible curricular materials and activities that provide alternatives for students with disparities in abilities and background as well as those with no visible disabilities. </li></ul><ul><li>Applies not only to the content, but also to goals, methods, and manner of assessment. </li></ul>

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Key Points <ul><li>The alternatives should be built into instruction. They should not have to be added on later. </li></ul><ul><li>Intended to be inclusive, not solely for those who have disabilities. </li></ul><ul><li>Should be more than accommodations for physical, sensory, or cognitive disabilities. </li></ul><ul><li>Should include students with differing abilities, cultural and linguistic backgrounds, and approaches to learning. </li></ul>

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Strengths <ul><li>Accommodations are built in rather than included as an afterthought. </li></ul><ul><li>A textbook that accommodates a broad range of cognitive and sensory abilities allows the teacher to use one product without having to adapt for special needs. </li></ul><ul><li>Student-centered. </li></ul><ul><li>Qualitative as well as quantitative assessment methods. </li></ul><ul><li>Multiple approaches to content, process, and products. </li></ul><ul><li>Narrows the scope of resources needed for instruction. </li></ul><ul><li>Blends whole class, small group, and 1-1 instructional activities. </li></ul>

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Limitations <ul><li>Costly to implement. </li></ul><ul><li>If a particular teaching material or method excludes learners of any kind--disabled, diverse, non-disabled--then it works against the principles of Universal Design Learning (UDL). </li></ul><ul><li>Availability of alternative resources. </li></ul><ul><li>Lack of teacher training. </li></ul><ul><li>Lack of time for co-planning. </li></ul>

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Examples of UDL Resources <ul><li>Preprogrammed “hot” or “sticky” keys for visually impaired. </li></ul><ul><li>WiggleWorks, an early literacy program from Scholastic that allows for modifications. </li></ul><ul><li>Reference materials based on an interactive, flexible, and digital design. </li></ul><ul><li>Braille </li></ul><ul><li>Audio books </li></ul><ul><li>E-Books </li></ul>

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Application Examples <ul><li>School Museum Example: A design that allows a visitor to choose to read or listen to the description of the display cases. </li></ul><ul><li>Alarm System Example: An emergency alarm system with visual, aural, and kinesthetic characteristics. </li></ul><ul><li>Instructional Software Example: Software with on-screen control buttons that are large enough for students with limited fine motor skills to select easily. </li></ul><ul><li>Science Lab Example: An adjustable table and work area that is usable by students who are right- or left-handed and have a wide range of physical characteristics and abilities. </li></ul>

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Personal Perspectives of the Value of the UDL Model <ul><li>Pam: The use of UDL in my classroom is extremely beneficial. Integration of audio tapes for auditory learners and software programs (example: Compass Learning) as well as other alternate methods of instruction and assessment have allowed me to reach a greater scope of students in my classroom. Using the differentiation techniques in this model allows me to present the same high caliber of information to all students but in a variety of ways and allows me to assess in a multiple of ways so that all students can be successful. </li></ul>

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Personal Perspectives of the Value of the UDL Model <ul><li>Jodie : As a special education teacher, the Universal Curriculum Model is ideal. </li></ul><ul><li>Why this model is valuable to me: </li></ul><ul><li>Having a “voice” in choosing the curriculum-educational materials </li></ul><ul><li>Materials </li></ul><ul><li>Co-teaching opportunities </li></ul><ul><li>More individual support </li></ul><ul><li>Setting higher but achievable goals </li></ul><ul><li>Why this model is valuable to students: </li></ul><ul><li>Freedom/choice </li></ul><ul><li>Independence </li></ul><ul><li>Cooperative Learning </li></ul><ul><li>Sense of accomplishment </li></ul><ul><li>Excitement over the variety of new materials </li></ul>

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Personal Perspectives of the Value of the UDL Model <ul><li>Ryan: Sure, this is differentiated instruction under a different name, but the potential benefit of universal curriculum is the flexibility it can offer to students and educators. Likewise, social networking is on the horizon for educators. The culture of collaboration, that is social networking, values the strength of the individual learner. Educators should take note. </li></ul>