Universal+Design+for+Learning+-+Chapter+4

Voki

Students with more diverse backgrounds are flooding into today’s schools. Differences in student disabilities, learning preferences, interests, ethnicity, and socioeconomic conditions are very widespread. Federal and state governments have passed more policies that add increasing amounts of standardized material teachers must pass along. Not only must students memorize mere facts, they must “learn how to learn” and fully comprehend concepts and themes. The Center for Applied Special Technology (CAST) created the Universal Design for Learning (UDL) based on the neuroscience of learning and the analysis of media. The purpose of UDL is to incorporate many different styles of conveying information so all students are able to learn the subject. One method of teaching will not benefit all students in a classroom; different teaching methods should be used to reach all types of students.
 * Introduction:**

The goal of UDL is in the name of this concept. It is a universal design intended to pertain to the widest possible range of clients. Before being applied to education, the universal design was related to architecture. Examples in architecture of universal design are the inclusion of elevators next to stairs (to assist the handicapped, infants, or the elderly, as well as others) or rounded curbs (which would not impede wheelchairs, strollers, skateboards, etc.). UDL broadens universal design by placing more flexibility in curricula and increasing access to learning. New learning tools can be developed besides only giving students access to printed textbooks. Books in the WiggleWorks style are available on the computer and geared towards students of varying capabilities from pre-kindergarten to third grade. Educators and parents can alter the WiggleWorks books in order to produce an optimal learning tool for an individual student or child. Access to information and access to learning are not the same. Increasing access to information promotes short-cuts and may reduce overall learning. Access to learning is more aligned with the UDL goals.
 * The Origins of UDL:**

All three brain networks are involved in learning. They cannot be taught to separately so the teacher must teach to all of them at the same time. Learning occurs in different ways. Our students are taught recognition, active skills and engaging in learning. A successful learning environment teaches students in that way while lessening the barriers because no two students learn the same way. Students do not have the same strength or weaknesses and respond to things differently. Principle 1: To support recognition learning, provide multiple, flexible methods of presentation Principle 2: To support strategic learning, provide multiple, of expression and apprenticeship. Principle 3: To support affective learning, provide multiple, options for. The UDL framework provides flexible and wide array of options to learn and to present the what they have learned. It allows for students who learn differently to not have to worry about barriers such as only computer tests or only handwritten tests. It allows for students to be taught according to their needs and to showcase their learning according to their needs. UDL Implementation The Role of Applied Neuroscience Brain research provides a lot of information on how students learn and are able to present information. There are three networks recognition, strategy and affect. They each use top-down and bottom –up pathways. Using the bottom-up pathways, sensory alternatives should be used for students who may have a weakness in a sensory skill. The same applies for students who may have trouble understanding conceptual information. Alternatives should be supplied for these students. The brain also uses top down processes to do the job. In these cases students should be provided with alternatives that show background information or relate the new topic to topics previously learned. The Role of Digital Media Digital Media provides support for the three areas of the brain network: recognition, Strategy and affect. In recognition it allows for students to be able to alter the assignment so that they are able to understand. The story or material can be read to them by the computer or it can be presented in different colors to allow the student to perceive it in the best way. It can be used in a strategic way by allowing for students with physical disabilities to be able to read course material easier. For example if they cannot turn the pages it hold a textbook then the digital format allows for them to still be able to read the material. It offers Affective support by allowing for different ways for the student to be engaged in the material. The same tools that students might use that have a learning barrier they can use to be more involved in the course material
 * The Three Principles of UDL:**


 * The New Role of Assistive Technology**
 * Assistive Technology is now used to help minimize the barriers in the curriculum. They include video enlargers, speech recognition systems and alternative keyboards. These things allow for students who might have some trouble grasping a new concept or expressing them. By using Assistive Technology it allows for flexibility in the curriculum for students that need it. It opens learning to all students and gives individualized instruction. However, there are still barriers in assistive technology and technology developers need to use UDL standards when creating new and innovative ideas.

Applying UDL in the classroom may seem like a daunting task at first, but is actually deceptively simple. The first, and most essential step, is rethinking the way objectives are set. Less specificity in the lesson objective doesn't make the class less focused as one might mistakenly believe; it makes the class more accessible to all the learners involved. By decreasing the restraints such specific lesson plans inherently place on the teacher, it allows the lesson to be more open and more diverse, appealling to a higher percentage of the students in the class. Applying the three principles of UDL to a now unfettered lesson plan allows for an incredible amount of personalization and individualization for each student. The simplification of the lesson plan also makes assessment easier because determining whether or not objectives have been achieved becomes a very simple "yes/no" proposition. Vague objectives like "Students will understand and appreciate a poem" lead to very confusing situations when we attempt to evaluate them. "Well, they understood it, but didn't really appreciate it." By clarifying that objective into "Students will read the poem and show their understanding," not only have you made life easier for yourself, but you have several ways to complete that objective and open up your possibilities for assessment. UDL may take a bit of time to implement effectively, but the results will make life a lot easier for you as a teacher.
 * Applying UDL:**

UDL's primary value is to you, the teacher. UDL is a method which allows for individual instruction without necessarily individual attention. Incorporating this instructional technology into the traditional classroom allows the teacher to assign different activities to different students on the same topic, without creating countless extra hours of work. Instead of having to teach the same topic three different ways in order to only "hit" 75% of students, teachers can now assign five different assignments concurrently and have those activities be specific to the students for whom they were assigned. As (potential) teachers, you understand that when your students do well, your life becomes a whole lot easier. You look better professionally, you feel better about yourself (and you may get paid more depending on where you teach). UDL is just a simple, applicable, straightforward way of m aking sure that this happens.
 * The Value of UDL:**