Universal Design for
Learning
"The world is harder when it is not
conceived for you."
http://www.ad-awards.com/inc/video.swf?id=104
WHAT IS
UNIVERSAL DESIGN?
The design of products and
environments to be usable
by all people, to the greatest
extent possible, without the
need for adaptation or
specialized design.
Emphasizes meeting the
individual needs of a
broad range of
students
Attempts to remove
barriers to the learning
process without
watering down
academic standards
Stresses flexible and
customizable delivery
of content,
assignments, and
activities
Goes beyond
accommodating
students with
disabilities to benefit
all students
WHY USE
UNIVERAL DESIGN?
Audiences have • A variety of cultural, ethnic
and racial backgrounds
• Distinct learning styles
• Different primary languages
• Different abilities
These differences mean that
people do no receive,
process, or remember
information in the same
ways
Learning Styles
Visual
pictures
diagrams
colors
shapes
Auditory
Kinesthetic
lab exercises
demonstrations
building
sculpting
drawing
lectures
music
rhythms
Personality Styles
1989 Research – GERBER
Characteristics of How to Achieve Success
Control: Internal
• Desire
• Goal Orientation
• Reframing
Adaptability: External
• Persistence
• Goodness of Fit
• Learned Creativity
• Social Ecology
Learning Challenges
Verbal IQ
• Information: A measure of general
knowledge.
• Digit Span: A test of immediate auditory
recall and freedom from distraction.
• Vocabulary: A measure of expressive word
knowledge. It correlates very highly with
Full Scale IQ
Learning Challenges
Verbal IQ
• Arithmetic: Mental arithmetic brief story
type problems. Tests distractibility as well
as numerical reasoning.
• Comprehension: Focuses on issues of
social awareness.
• Similarities: A measure of concept
formation.
Learning Challenges
Performance
• Picture Completion: A test of attention to
fine detail.
• Picture Arrangement: A test of logical
sequencing.
• Block Design: Involves putting sets of
blocks together to match patterns on cards.
Learning Challenges
Performance
• Digit Symbol: Involves copying a coding
pattern.
• Object Assembly: Four small jig-saw type
puzzles.
PROCESSING DEFICITS
• Visual Perception & Discrimination
Not seeing likenesses and differences
in shape and form — as in letters,
words and numbers.
• Language Processing
Difficulty with word attack, phonics,
word identification, sequencing,
fluency, comprehension
PROCESSING DEFICITS
• Auditory Perception/Discrimination
Not hearing differences in similar sounds,
not hearing high range or low range
sounds
• Executive Functions
Memory, organization, prioritizing, analysis,
synthesis
Learning Processes
1.
2.
3.
4.
Intake information
Process information
Output information
Apply learning in new
situations
PLANNING FOR
UNIVERSAL DESIGN
Identify the student’s
• learning style
• personality characteristics
• learning challenges
PLANNING FOR
UNIVERSAL DESIGN
Identify the teacher’s
• teaching style
• academic expectations
• flexibility
PLANNING FOR
UNIVERSAL DESIGN
1. Identify the essential
components of the lecture,
presentation, activity, project
2. How can the information be
presented in the most
inclusive way possible
without compromising the
essential components
identified?
PLANNING FOR
UNIVERSAL DESIGN
Plan for success
• advance preparation
• communication
• flexibility
PRESENTATION CHALLENGES
• Sustained concentration
• Auditory reception/processing
• Retention of oral information
• Fluency in spoken language
• Note taking
• Reading/writing skills
PRESENTATION CHALLENGES
• Processing speed (requires
simultaneous visual, auditory
and manual processes)
• Interpersonal communication
skills
• Evaluation / prioritization
difficulties
EVALUATION CHALLENGES
• Tests, Reports, Presentations
– Reading comprehension
– Memory
– Language processing
– Interpretation
– Organization
EVALUATION CHALLENGES
• Tests, Reports, Presentations
– Environmental issues (noise,
other distractions)
– Anxiety issues
– Time management
STRATEGIES FOR SUCCESS
• Visual Perception/Discrimination
– Provide information in auditory
format
– e-text,
audio text
– talking dictionary
– talking word processor
– talking calculator
STRATEGIES FOR SUCCESS
• Language Processing
– Provide information in multiple
formats
– e-text/audio
text & printed
text
– talking word processor &
voice recognition software
– audible spell check,
grammar check
– Franklin speller w/voice
STRATEGIES FOR SUCCESS
• Auditory Perception/ Discrimination
– Provide information in visual
format
– Voice recognition software
– Copies of notes
– Powerpoint, interactive
boards
Mark
I am a 19 year old male with learning
disabilities attending college. I
rarely read except for the times
that I am really interested in the
subject matter.
When I need to read and study
textbooks, I read out loud, tape
myself, and play back the tape
repeatedly.
I can get by with this method but I
need a more efficient means to
absorb what I read.
“What can I do to stop the insanity?”
Mark’s Action Plan
• Goals
– 4 year degree
– Speech
Communication
– Increase Reading
and Writing skills
– Personal Budget
Planning
• LD Screening and/or
Evaluation
– Visual Perception &
Discrimination
– Auditory Perception &
Discrimination
• Assistive Technology
Evaluation,
Software/Equipment &
Training
– AT for reading and writing
• Testing Accommodations
and Modifications
The “rate” at which you learn will
become the only sustainable competitive
advantage you’ll have in your life.
Peter Senge (The Fifth Discipline)
TOOLS FOR SUCCESS
Technology provides the
tools to function
effectively and
independently
Microsoft Word
•
•
•
•
•
•
•
Auto-correct
Auto text
Auto summarize
Outlook
Templates
Formatting
Highlighters
Microsoft Accessible Technology
• Accessibility Resource Centers
– http://www.microsoft.com/enable/centers/default.aspx
• Resource Guide for Individuals with
Learning Difficulties and Impairments
– http://www.microsoft.com/enable/guides/learning.aspx
Apple’s Accessibility Features
http://www.apple.com/accessibility/
• Accessibility Technologies in Mac
OS X:
• Zoom
• Full keyboard navigation
• Sticky keys/Slow keys
• Mouse keys
• QuickTime: Closed Captioning
• Visual Alert
• Spoken items
• Talking alerts
• Speech recognition
• Display Adjustment
Reading Tools
• Kurzweil 3000
– http://www.kurzweiledu.com/
• WYNN (What You Need Now)
–http://www.bookshare.org/web/Wel
come.html
• Read & Write Gold
–www.texthelp.com
Reading Tools
• Scan and Read Pro
– www.readingmadeez.com
• Digital text
– Publishers
– In house production
– Production centers
Accessing Alternative Text
• Recording for the Blind & Dyslexic
– http://www.rfbd.org/
• BookShare.org
– http://www.bookshare.org/web/Welcome.html
• AMX Index Data Base
– http://www.htctu.fhda.edu/
• AMAC
– www.uga.edu
Playback Devices
• General Purpose vs.
Specialized
• Hardware vs.
Software
• Depends on format of
e-text
Writing Tools
• Inspiration
www.inspiration.com
• SOLO, Draft Builder, CoWriter, Write
OutLoud
– www.donjohnston.com
• Read & Write Gold
– www.texthelp.com
Writing Tools
• Talking word processor
– www.readingmadeez.com
• WordQ
– www.wordq.com
Premier Assistive Software
• Complete Reading
System
• E-Library/E-Text
reader
• Talking Internet
Browser
• PDF Magic Pro
• Scan and Read
Lite/Pro
• Scan and View
• Talking Word
Processor
• Text Clone Pro
• Ultimate Talking
Dictionary
• Universal Reader
Writing Tools
• SOLO
is a software tool
set that builds
learning skills in
reading, writing,
planning,
organizing, revising
and editing
Writing Tools
Draft:Builder
helps your students
develop a strategic
approach to planning,
organizing and draftwriting; it breaks the
writing process into small,
manageable chunks so
students stay on task and
build effective writing
habits.
WordQ
www.wordq.com
• Predicts what you
are typing and
presents you with
a list of correctly
spelled words.
• 30 day download
Voice Recognition
• Words appear on screen
and in memos, emails,
spreadsheets and other
documents
• 160 words per minute
• Surf the web by voice
• Dictate into a handheld
digital recorder for
automatic transcription
later
• Text to Speech
Dragon Naturally
Speaking
Digital Voice Recorder
• Speech-to-text
software
• Download to
computer, save on
CD, iPod, or other
device
•
•
•
•
Countdown timer
Event link calendar
Multiple alarms
Easy-to-read, large digit
display
• Works with MICROSOFT®
OUTLOOK® messaging and
collaboration client
Resources
• Universal Design Education Online
– www.udeducation.org/
• Center for Applied Special Technology (CAST)
– www.cast.org/research/udl
• DO-IT (University of Washington)
– www.washington.edu/doit/Faculty/Strategies/
Universal
• FacultyWare (University of Connecticut)
– www.facultyware.uconn.edu/home.cfm
Resources
• Universal Design Education Project,
University of Oregon
– www.uoregon.edu/~sij/udep/
• University of Wisconsin/Milwaukee,
Universal Design in Education
– www.uwm.edu/~edyburn/ud.html
• Utah State University – ASD Project
– http://asd.usu.edu/
Resources
• University of Minnesota, Curriculum
Transformation and Disability (CTAD)
– www.gen.umn.edu/research/ctad/default.htm
• University of Connecticut, Center on
Postsecondary Education and Disability
(CPED)
– http://vm.uconn.edu/~wwwcped/index.html
Resources
• The Ohio State University, Partnership Grant:
Improving the Quality of Higher Education for
Students with Disabilities
– http://telr.osu.edu/dpg/index.html
• University of Guelph, Universal Instructional Design,
Teacher Support Services (TSS)
– www.tss.uoguelph.ca/uid/index.html
• AHEAD “Universal Design for Inclusive
Lectures and Presentations”
• www.ahead.org/publications.php#Brochures
Carol Pope
Kennesaw State University
1000 Chastain Rd. #0502
Kennesaw, GA 30144
770-423-6443
770-423-6667F
770-423-6480TTY
LDA 44th Annual International Conference
Feb. 14-17, 2007
Pittsburgh, PA
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Universal Design for Learning