Universal Design for Learning

Differentiation is the logic of the classroom. -Carol Ann Tomlinson

Class Climate
Welcoming and inclusive classroom and instructional environment High expectations for all students Invite students (and parents) to discuss disability related

accommodations and other learning issues with you

Environment: Physical Access, Usability and Safety Modifications

Make classrooms/stations accessible and safe for students with a wide

range of abilities
Place students near front of class to facilitate communication/attention Remove physical barriers Seat near helpful peers

Information Resources

Make printed material available in electronic format Use captioned videos Give text descriptions of images on the web Use simple and consistent formats for printed and web based materials Provide materials early to allow students to prepare

Principles of Universal Design for Instruction

1. Equitable use Universal instruction - provide identical means of use when possible, equivalent when not. Use multiple methods (lectures, discussion, hands-on activities, internet-based interaction and fieldwork). 2. Flexibility in use Provide choice in methods of use. Provide printed materials and electronic resources summarizing or outlining content. 3. Simple and intuitive Straightforward and predictable instruction. Eliminate unnecessary complexity. 4. Perceptible Effectively communicate instruction to all students, regardless of ambient conditions or sensory level. 5. Tolerance for error Anticipate variation in student learning pace and prerequisite skills 6. Low physical effort Minimize nonessential physical effort. 7. Size and space for approach and use Consider space and accessibility when arranging classroom and designing lessons. 8. A community of learners Promote interaction among students and with teacher 9. Instructional climate Welcoming and inclusive

Interaction
Encourage a variety of ways for students to interact with each other

and with you (in class questions and discussions, group work, email, one on one meetings) Provide feedback periodically as an assignment is being completed

Adapting lessons and instruction

Provide clear, unambiguous directions. Be specific and direct. Avoid long series or lists - give bite size directions. Activate prior knowledge - brainstorming, making predictions Repeat, highlight, write out important information Use advance organizers (content & concept diagrams, semantic maps, compare/contrast) - visual format, simple & limited to critical information Frequent opportunities for students to review information and discuss with partners

Testing and Assessment

Provide multiple ways to demonstrate knowledge (group work, demonstrations, portfolios, presentations, traditional tests) Tests should include a variety of types of questions Distraction free environment Adaptations: Frequent quizzes rather than exams Extended time Reduce content, focus on main ideas/big picture Simplify wording, highlight important words Open book/note tests

Instruction for Three Facets of Learning

Designed with the needs of all students in mind, so that methods, materials, and assessments are usable by all.

Recognition learning
To support pattern recognition, provide multiple, flexible methods of presentation.

Strategic learning
Individuals will find their own effective learning strategies. To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.

Affective learning
Students need to be engaged in instructional tasks. To support affective learning, provide multiple, flexible options for engagement

Provide multiple examples Highlight critical features Provide multiple media and formats Support background context

Provide flexible models of skilled performance Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities for demonstrating skill

Offer choices of context and tools Offer adjustable levels of challenge Offer choices of learning context Offer choices of rewards