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Principles of Universal Design for Learning

Learning Objectives

After reading this chapter, you should be able to:

• Describe the intrinsic barriers associated with efforts to design for the average student and provide an example of how this type of design might look in the classroom.

• Summarize the conceptual foundations of universal design for learning.

• Demonstrate three methods for improving the accessibility of text.

• Identify the accessibility barriers found in audio files and video files, and suggest what features must accompany these types of media to make them universally accessible.

• Demonstrate how you could implement universal design for learning in your classroom using the principles of multiple means of representation or multiple means of expression.

AP Photo/Janet Hostetter

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CHAPTER 5Pre-Test

Pre-Test

1. The fundamental problem of the design for the mean product is its a. font size. b. determination of mean. c. usability. d. timeliness.

2. One concern with universal design for learning is that it lacks a. a general philosophy. b. legal support. c. scientifically based evidence. d. teacher buy-in.

Meet Dr. David Rose Introduction to Universal Design for Learning

http://www.youtube.com/watch?v=MbGkL06EU90

Introduction

Schools have a long tradition of standardizing the format and function of education that has led to an expectation that the one-size-fits-all classroom will benefit every-one. However, diversity is a characteristic of the human condition that needs to be valued and celebrated. When the needs of diverse learners are not anticipated, there is a relentless need for curriculum accommodations and modifications to retroactively try to meet their needs.

The goal of universal design for learning is to proactively value diversity such that sup- ports are embedded into instructional materials before a student needs them. This not only helps facilitate the academic performance of students with disabilities, who may be considered the primary beneficiary of accessible design interventions, but it also supports secondary groups of diverse learners who need scaffolds, but for whom we may not be able to identify such a need in advance.

The design of curriculum and instruction is fundamentally different than the design of physical structures and environments. As a result, teachers and instructional designers must be aware of the accessibility of the different containers they select for the instruc- tional materials they provide to diverse students. In this chapter you will be introduced to methods that enhance the accessibility and usability of text and media.

Universal design for learning (UDL) is a discipline that is slightly more than 10 years old. Despite its short history, the potential of universal design for learning has captured the imagination of federal policymakers, administrators, teachers, and parents. This chapter will examine how universal design for learning is being incorporated into federal legisla- tion, policies, and laws, as well as suggest new directions that are needed to ensure the widespread implementation of this important 21st-century initiative to build flexible and engaging instructional materials to meet the needs of diverse learners.

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CHAPTER 5Section 5.1 The Importance of Accessible Design

3. Which of the following is NOT a problem with using print text? a. The font size is fixed. b. The pages must be turned. c. The print color cannot be modified. d. The content can be changed.

4. An alt-tag a. is an alternative to tags in narrative documents. b. is used to alert readers that there is an image in the text. c. gives an extensive caption of tables and figures in text documents. d. provides extended descriptions of images in web text.

5. Deep learning of content is the focus of planning for multiple means of a. excellence. b. expression. c. engagement. d. representation.

Answers 1. c. usability. The answer can be found in Section 5.1. 2. c. scientifically based evidence. The answer can be found in Section 5.2. 3. d. The content can be changed. The answer can be found in Section 5.3. 4. d. provides extended descriptions of images in web text. The answer can be found in Section 5.4. 5. c. engagement. The answer can be found in Section 5.5.

5.1 The Importance of Accessible Design

When designers create a new product, they are seeking to solve a problem through innovative design. Perhaps you have heard the phrase, “Build a better mouse-trap, and the world will beat a path to your door” (Kassinger, 2002, p. 128). This statement speaks to the value of innovative design for solving practical problems. How- ever, design and invention are always contextualized within a time period and a specific culture, and are subject to the limitations of contemporary technologies and materials.

As a result of recent advances in technology, it is now possible to design tools, products, and information resources in ways that make them accessible to diverse individuals. In this section, readers will be introduced to principles from the field known as accessible design. You will learn how designs that focus on the special needs of individuals with dis- abilities can improve the user experience for these individuals while also having second- ary benefits for everyone.

Design for the Mean One common design strategy is known as “design for the mean.” As shown in Figure 5.1, using this approach, the designer is focused on creating a product that will reach the larg- est number of people to ensure that it is commercially successful.

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CHAPTER 5Section 5.1 The Importance of Accessible Design

Figure 5.1: Design for the mean

A product that is designed for the mean seeks to achieve commercial success by reaching a large percentage of people in the mainstream. The blue line represents the standard bell curve. The shaded area below the peak indicates the target mass market of the average user.

In education, “design for the mean” takes on the form of one textbook that is written, pur- chased, and distributed to every student at a specific grade level. Similarly, design for the mean is the key instructional principle when a teacher decides that all students will write a three-page book report to demonstrate that they have read and understood a specific book. Another example of design for the mean is the traditional lesson plan book where teachers record their plans for covering content (see Figure 1.7 in Chapter 1).

When designers assume that everyone is like them (e.g., average height and weight, able to read at grade level), the product they create will inevitably meet the needs of only a limited range of users. As an example, consider the fiasco with the Amazon Kindle where designers failed to recognize that blind readers would want to use a handheld reading device and that they would need voiced navigational menus—a design decision that was reversed after 6 months of complaints and disability advocacy (Amazon.com, 2009).

Without an appreciation for the fundamental ways that people are different, it is unlikely that designers will be able to design products that meet the accessibility and usability needs of all learners because they will not understand the special needs of some. Clearly, there is much more to learn about how to meet the instructional needs of diverse learners, and until we begin describing the salient nature of these differences in ways that inform design (see Table 5.1), it is unlikely that we will design products that meet the needs of all learners.

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CHAPTER 5Section 5.1 The Importance of Accessible Design

Table 5.1: Diversity and instructional design

Student Performance Variable Range of Diversity

Memory Students develop increased capacity in short- and long- term memory as they grow. Some disabilities interfere with information storage and retrieval and therefore may require explicit strategy instruction.

Motivation Students will display varying levels of persistence in completing a task that may be related to their previous success with similar previous tasks. Therefore, choice of challenge and dependency on adults are important aspects to monitor. Over time, learners develop intrinsic motivation for completing challenging tasks.

Sustained Attention Span Ranges from 8 seconds for 2-year-olds to 40 minutes for young adults. Attention deficit disorder may affect attention span. Over time, learners develop expanded attention spans that allow them to focus on complex cognitive tasks.

Speech and Language Speech and language begins developing in very young children and provides a foundation for accelerated development once children reach school-age. Some disabilities will impair a child’s oral communication skills and therefore may require other methods of communication, such as a communication board or augmentative communication system.

Fine Motor Skills Fine motor tasks require a level of eye–hand coordination and fluency that is first learned as a preschooler and evolves over time. Some disabilities will impair fine motor skills, and this has applications for student work that may involve handwriting, keyboarding, and manipulating objects such as turning pages in a book or using a computer mouse, etc.

Reading Children’s early learning experiences frequently prepare them for formal reading instruction. Reading skills are measured by grade levels and Lexiles. The goal is to match the difficulty of a text with the student’s independent or instructional reading level. It is common to find a range of reading levels at every grade level (some students will be reading at several levels below grade level, and some students will be reading at levels above grade level).

Problem Solving As in each of the other areas, children’s mathematical and problem-solving skills will vary considerably at each grade level. Young children and students who have difficulty with the conceptual processes of problem solving benefit from the use of manipulatives. Older students learn how to support their problem-solving skills by using tools such as graphing calculators and spreadsheets.

At this point, it is important to understand two related concepts: accessibility and usabil- ity. Accessibility refers to the inclusive goal of designing tools, products, and information resources to be usable by all people regardless of their skills or abilities. Usability, in turn, refers to how easy it is to learn and use a product. When considering any tool, product,

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CHAPTER 5Section 5.1 The Importance of Accessible Design

or information resource, it is necessary to evaluate both the accessibility and usability (Lazar, 2007). A key principle of accessible design involves understanding that the special needs of individuals with disabilities can produce solutions that benefit other groups. For example, knowing that some people have a vision impairment can translate into a design principle that all text should be adjustable, if necessary, by users so that they can enlarge the text to a size sufficient for comfortable viewing. Although vision impairments are a specific disability, the same text enlargement intervention can benefit most adults who experience decreased visual acuity as they age.

The fundamental problem of the design for the mean approach is that the resulting tool, product, or information may be inaccessible for many individuals. That is, because the designer focused on only meeting the needs of a specific segment of the population (Hackos & Redish, 1998; Lidwell, Holden, & Butler, 2010), the product may not be accessi- ble or usable by many others. Again, consider the textbook that is written with the expec- tation that all students read at grade level. Quite readily we can identify at least three groups of students whose needs will not be met. For example, a student who is blind will not be able to access the printed textbook. A student with a reading disability will not be able to independently read the information. Third, while a gifted student will be able to read the information, she may not be sufficiently challenged to learn at a level com- mensurate with her ability. As a result, design for the mean involves assumptions about the average student and fails to meet the needs of students whose skills and abilities fall outside that range.

The printed textbook had many positive attributes in the early 20th century. Clearly the technical advances that allowed printing costs to be reduced such that each student could study from his or her own textbook was an important advancement in education. How- ever, the historical one-size-fits-all textbook is a poor match for the needs of diverse learn- ers in the 21st century because of the fixed layout, font size, reading level, and language. This situation creates the need for accommodations and modifications to make the text- book accessible to diverse individuals by converting it to a digital format that will permit the student who is blind to access the text through refreshable Braille, the student with a reading disability to listen to the text with a text-to-speech tool, and the gifted student to pursue more advanced topics through hyperlinks.

A characteristic of innovation is the development of new technologies. Therefore, if we consider the achievement gap to be a result of the limitations of traditional instructional design in education, it is necessary to explore instructional designs that are more inclusive (Burke, Hagan, & Grossen, 1998; Coyne, Kameenui, & Simmons, 2004; Edyburn, 2010).

Design for More Types The principles of universal design have emerged from our understanding of the design of physical environments for individuals with disabilities. As a result, the term universal design is most commonly associated with architecture (Preiser & Ostroff, 2011; Steinfeld & Maisel, 2012). These developments have provided important insights regarding the need to prepare architects and designers to understand special needs to ensure that their designs are accessible from the outset, rather than requiring costly building modifica- tions later.

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CHAPTER 5Section 5.1 The Importance of Accessible Design

Perhaps the best example of the success of universal design principles is curb cuts. Origi- nally designed to improve mobility for people with disabilities within our communities, curb cuts not only accomplished that goal, but they also improved access for people navi- gating their community with baby strollers, roller blades, bicycles, and so on.

Another well-known example of accessible design in the built envi- ronment is what is known as the zero- entry swimming pool. This type of pool design was created to provide access for individuals in wheelchairs but has proven to be excellent for anyone seeking to enjoy the water without becoming completely submerged.

Readers may also encounter the term universal design in the context of the home remodeling industry if you are caring for an aging parent. Thus, home remodelers have discovered that specific types of changes to the living space (i.e., kitchen, bathroom, bedroom) make a home more acces- sible, and safer, for aging adults. Many families explore universal design home remodeling options, such as changing out door knobs, altering counter- top heights, and modifying toilets and showers, as a cost-effective alternative to nursing homes. Indeed, many of the universal design interventions for individuals with disabili- ties are also relevant for facilitating the independence of older adults.

Another application of universal design concepts was created in the 1990s as the underly- ing principles were applied to computers. Gregg Vanderheiden at the TRACE Center at the University of Wisconsin–Madison, spearheaded conversations among the disability community and technology developers concerning initiatives to include disability acces- sibility software as part of the operating system. At the time, a person with a disability would need to seek out the services and assistance of an assistive technology specialist in order to be able to independently use a computer. Vanderheiden argued that many acces- sibility needs could be addressed, not only for individuals with disabilities but also for older adults, by installing the specialized accessibility software on each computer when it was shipped, rather then being added later as an accommodation.

After a period of time, the computer manufacturing industry found Vanderheiden’s argu- ment persuasive and agreed to install an accessibility folder within the operation system. As a result, since the mid-1990s, every computer that is shipped in the United States has an accessibility control panel that allow users to customize the operation of the com- puter to accommodate physical, sensory, and, to a limited extent, cognitive disabilities. Thus, accessibility control panels on computers represent a powerful example of universal design that moves the construct from simply focusing on the built environment to one that illustrates the importance of making tools and information accessible.

Curb cuts addressed the special needs of people in wheelchairs by providing better accessibility.

iStockphoto/Thinkstock

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CHAPTER 5Section 5.1 The Importance of Accessible Design

The historical lessons learned through these cases have led to a statement that serves as a mantra for universal design: “Good design for people with disabilities can benefit every- one.” While universal design is often advocated for as “design for all,” in practice this has been difficult to achieve. A more practical way to think about universal design is “design for more types” (see Figure 5.2). This means that we seek to understand the accessibil- ity and usability barriers that individuals encounter and create new tools, products, and information resources that are inclusive to more individuals than would be the case with ordinary design for the mean approaches (see Figure 5.1). We will explore the practical implications of this concept further in Section 5.3.

Figure 5.2: Design for more types

Design for more types reflects the goal of universal design by expanding the zone of accessibility and usability beyond a small segment of the population (as contrasted with Figure 5.1) in order to include as many individuals as possible.

Recognizing and Responding to Differences As discussed in Chapter 3, over a lifetime, each of us, or someone we know, will encounter limitations due to aging, disease, accident, and/or disability that may impair basic life functions such as hearing, seeing, self-care, mobility, working, and learning. While some of us may be born with a disability or disease that will require us to overcome limitations throughout our lives, others will need to learn how to respond to challenges that arise from an accident or simply as a result of growing older.

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CHAPTER 5Section 5.1 The Importance of Accessible Design

In other words, we must learn to recognize that differences and limitations are fundamen- tally part of the human condition. In the classroom, it is important to think about learner differences as part of the instructional planning process. For example, shouldn’t we expect to find great variation in students’ knowledge and skills? When we walk into any class- room, we should anticipate differences among students relative to the following:

• attention span • persistence • reading ability • handwriting legibility • number sense and problem-solving skills • oral communication skills.

Diverse students encounter a variety of barriers in school, both obvious and hidden, as demonstrated here.

Obvious Barriers • Stairs for a person in a wheelchair or a person on crutches • Print for a person who is blind • Audio for a person who is deaf • Video for a person who is blind

Hidden Barriers • Attitudes • One-size-fits-all approaches • Text that is fixed • Poor design • Time limits

Often learner differences are viewed as a negative, outside of a range that we think we can manage (e.g., “Oh, I can’t teach that student; he’s blind.”). When we fail to recognize the range of diversity found in the population, there will be a need for an accommodation (i.e., “We’ll see if we can get a copy of the textbook in Braille.”).

Contrary to this narrow and often negative approach to diversity, the goal of universal design is to proactively value differences—that is, to anticipate learners’ differences before they enter the classroom so that we can support their academic performance before they fail. This is consistent with McLeskey and Waldron’s (2007) description of the goal of special education as “making differences ordinary.” As a result, we need not only to rec- ognize diverse learners in our classrooms but also to respond to their needs before they fail. Universal design for learning is a specialized application of universal design and is an approach that holds considerable promise for meeting the needs of diverse learners.

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CHAPTER 5Section 5.2 Foundations of Universal Design for Learning

5.2 Foundations of Universal Design for Learning

The origin of the term universal design for learning is generally attributed to David Rose, Anne Meyer, and their colleagues at the Center for Applied Special Technol-ogy (CAST) (Edyburn & Gardner, 2009). However, a fact that is often overlooked is that the principles of UDL were developed during the period before and after the 1997 reauthorization of the Individuals With Disabilities Education Act (IDEA). During that time, both general and special educators were preoccupied with issues associated with implementing inclusion. While students with disabilities had gained physical access to the general education classroom through inclusion, concerns were being raised about how students would gain “access to the general curriculum.” An interpretive document about universal design for learning (Orkwis & McLane, 1998) was disseminated extensively and served to generate the first wave of national attention to the construct.

McLaughlin (1999) reported that IDEA reauthorization contained several specific man- dates relative to making the general curriculum accessible for students with disabilities:

• Statements of a child’s present level of educational performance to specify how his or her disability affects involvement and progress in the general curriculum.

• IEP teams to design measurable annual goals, including short-term objectives or new benchmarks, to enable the child to be involved—and progress—in the general curriculum.

• A statement of the special education and related services and supplementary aids and services to be provided to the child.

• A description of any program modifications or supports for school personnel necessary for the child to advance appropriately toward the annual goals, to progress in the general curriculum, and to be educated and participate with other children both with and without disabilities.

• IEP team members to document an explanation of the extent, if any, to which the child will not participate with children without disabilities in the general class and activities.

Pause to Reflect Locate the control panel folder on your computer. Then open the files within the Accessibility Control Panel folder. What adjustments can you now make to your computer with these tools to improve the accessibility and usability of your computer? Do you know anyone else who could ben- efit from knowing about, and using, these tools?

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CHAPTER 5Section 5.2 Foundations of Universal Design for Learning

Readers interested in a legal analysis of the issues associated with access to the curriculum are encouraged to review Karger and Hitchcock (2004). These issues were at the fore- front of CAST’s work, and in 1999 CAST received a federal grant to establish the National Center on Accessing the General Curriculum, which became instrumental in garnering national attention for the potential of UDL.

As CAST’s insights about UDL were taking shape, staff members presented their work at the annual Office of Special Education Project (OSEP) Director’s conference in 2000. CAST also used publication outlets to describe its ideas about how universal design could be applied within education (Meyer & Rose, 2000; Rose & Meyer, 2000).

The second wave of widespread attention to UDL came in 2002 when Rose and Meyer published a book called Teaching Every Student in the Digital Age, which has become the definitive work about UDL (also available online, http://www.cast.org/teachingevery student/ideas/tes/). The authors elaborated on the conceptual framework of UDL, point- ing out that it is grounded in emerging insights about brain development, learning, and digital media. Rose and Myer also called attention to the disconnect between an increas- ingly diverse student population and a one-size-fits-all curriculum, arguing that these conditions would not produce the desired academic achievement gains expected of 21st- century global citizens. Challenging educators to think of the curriculum as disabled, rather than students, their translation of the principles of universal design from architec- ture to education are nothing short of a major paradigm shift (Edyburn & Gardner, 2009).

CAST advanced the concept of universal design for learning as a means of focusing research, development, and educational practice on understanding diversity and apply- ing technology to facilitate learning. CAST’s philosophy of UDL is embodied in a series of principles that serve as the core components of UDL:

• Multiple means of representation to give learners various ways of acquiring information and knowledge;

• Multiple means of expression to provide learners alternatives for demonstrat- ing what they know; and

• Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn.

Multiple means of representation may be understood as providing students with alterna- tives to learning information beyond solely using a textbook. Teachers today have many choices when it comes to presenting instructional content to students: Watch a YouTube video, listen to a podcast, read text on a webpage, look up a topic using Wikipedia, and more. The key notion is to break out of the one-size-fits-all model, which assumes that all students learn in the same way, and to encourage teachers to use a wider palette of infor- mation containers to reach diverse students.

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CHAPTER 5Section 5.2 Foundations of Universal Design for Learning

Multiple means of expression draws attention to the need to provide stu- dents with multiple methods of dem- onstrating what they know. Some teachers recognize the value of this principle as they allow students a choice of writing a paper, preparing a slideshow presentation, recording a video, and so on. The key notion is to provide students with choices in how they demonstrate what they have learned and the media they use to express themselves. Twenty-first century educators will likely need to alter their instructional practices in order to place students in the role of Goldi-locks: that is, allowing them to try multiple options to determine which option is “just right” for ensur- ing that their performance meets increasingly high standards. Princi-

ples of fairness dictate that equity is achieved when every student receives what he or she needs (Welch, 2000).

Of the three principles above, perhaps the most important is multiple means of engage- ment, which is based on the learning principle that deep learning is only accomplished through sustained engagement. Access to the curriculum is a prerequisite to engagement. However, sustained engagement is achieved by activities that are interesting, motivating, and at the right challenge level, what Vygotsky (1962) calls the Zone of Proximal Develop- ment. Indeed, research has demonstrated the relationship between deep learning and high levels of performance and expertise (Csikszentmihalyi, 1990; Schlechty, 2002).

CAST has elaborated on these core principles through the development of UDL Guide- lines (CAST, 2011). As illustrated in Figure 5.3, each of the three core principles has been expanded to include three guidelines that speak to the instructional design features that are needed to implement each principle. Teachers and instructional designers can use these guidelines as they create instructional materials.

A teacher takes his class on a field trip to learn about ecosystems. What are some other ways teachers can present information to students without using a textbook, while capturing different learning styles?

iStockphoto/Thinkstock

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CHAPTER 5Section 5.2 Foundations of Universal Design for Learning

Figure 5.3: CAST’s UDL principles

By following the core guidelines for providing multiple means of representation, action and expression, and engagement, teachers can help shape more informed, goal-oriented, and determined learners.

Source: From CAST 2011, Universal Design for Learning Guidelines version 2.0, Wakefield, MA. http://www.cast.org. Copyright ©

Strategic goal-directed learners

III. Provide Multiple Means of Engagement

7: Provide options for recruiting interest

7.1 Optimize individual choice and autonomy

7.2 Optimize relevance, value, and authenticity

7.3 Minimize threats and distractions

8: Provide options for sustaining effort and persistence

8.1 Heightens salience of goals and objectives

8.2 Vary demands and resources to optimize challenge

8.3 Foster collaboration and community

8.4 Increase mastery-oriented feedback

9: Provide options for self-regulation

9.1 Promote expectations and beliefs that optimize motivation

9.2:Facilitate personal coping skills strategies

9.3 Develop self-assessment and reflection

Purposeful, motivated learners

1: Provide options for perception 1.1 Offer ways of customizing the display of information

1.2 Offer alternatives for auditory information 1.3 Offer alternatives for visual information

2: Provide options for language, mathematical expressions, and symbols

2.1 Clarify vocabulary and symbols

2.2 Clarify syntax and structure

2.3 Support decoding of text, mathematical notation, and symbols

2.4 Promote understanding across languages

2.5 Illustrate through multiple media

3: Provide options for comprehension

3.1 Activate or supply background knowledge

3.2 Highlight patterns, critical features, big ideas, and relationships

3.3 Guide information processing, visualization, and manipulation

3.4 Maximize transfer and generalization

II. Provide Multiple Means of Action and Expression

4: Provide options for physical action

4.1 Vary the methods for response and navigation

4.2 Optimize access to tools and assistive technologies

5: Provide options for expression and communication

5.1 Use multiple media for communication

5.2 Use multiple tools for construction and composition

5.3 Build fluencies with graduated levels of support for practice and performance

6: Provide options for executive functions

6.1 Guide appropriate goal-setting

6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

Resourceful, knowledgeable learners

I. Provide Multiple Means of Representation

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CHAPTER 5Section 5.2 Foundations of Universal Design for Learning

Policy Foundations The impact of universal design for learning can be traced through U.S. federal special education law. Thus, in the 2004 reauthorization of the Individual With Disabilities Educa- tion Act (IDEA), which governs special education, the term universal design was officially defined (20 U.S.C. § 1401):

The term universal design has the meaning given the term in section 3 of the Assistive Technology Act of 1998. (U.S.C. § 3002)

Following the backward chain of legal reference, the definition of universal design as it was included in the Assistive Technology Act of 1998 is as follows:

The term “universal design” means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly usable (without requiring assistive technolo- gies) and products and services that are made usable with assistive tech- nologies. (U.S.C. § 3002)

Next, consider how the terms are defined in the Higher Education Opportunity Act of 2008 (Public Law 110-315, Section 103, a):

(23) UNIVERSAL DESIGN. – The term ‘universal design’ as the mean- ing given the term in section 3 of the Assistive Technology Act of 1998 (29 U.S.C. 3002).

(24) UNIVERSAL DESIGN FOR LEARNING. – The term ‘universal design for learning’ means a scientifically valid framework for guiding educa- tional practice that –

(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and

(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

As illustrated, the definition of universal design for learning evolved from a concept or phi- losophy in 1998 to a scientifically validated framework in 2008. Of concern is the fact that to date, although there is a significant body of work on universally designed assessment (e.g., Ketterlin-Geller, 2005; Thompson, Johnstone, & Thurlow, 2002), there has been little research on UDL. Thus, without an adequate base of primary research, an analysis of research evidence that establishes UDL as a scientifically validated intervention is not yet

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CHAPTER 5Section 5.2 Foundations of Universal Design for Learning

possible (Edyburn, 2010). Evidently, the work CAST compiled to support various compo- nents of UDL design principles (CAST, 2011) was mischaracterized by lobbyists and writ- ten into federal law. Unfortunately, the claim that UDL has been scientifically validated through research cannot be substantiated at this time.

Over the past 10 years, universal design for learning has captured the imagination of policymakers, researchers, administrators, and teachers. Universal design for learning provides a vision for breaking the one-size-fits-all mold and therefore expands the oppor- tunities for learning for all students with learning differences. Recognizing and respond- ing to diversity is a core motivation for engaging in UDL practices. Finally, the expecta- tions associated with No Child Left Behind (NCLB) makes UDL an important and timely strategy for enhancing student academic achievement. The mantra that evolved from our understanding of the value of curb cuts, “Good design for people with disabilities benefits everyone,” provides a powerful rationale for exploring large-scale application of UDL in education.

One of the significant flaws in a federal law that states that UDL is a scientifically validated framework is that CAST’s UDL framework does not feature a component associated with the measurement of student learning outcomes. All three of the “multiple means” state- ments by CAST focus on the provision of multiple concurrent interventions. As a result, within existing conceptualizations of UDL, there is no clear way to measure claims that UDL is effective for enhancing the academic performance of diverse students. This is a significant shortcoming for anyone trying to operationalize, implement, and evaluate a UDL program.

Translating UDL Theory Into Practice Without seeing a class list, in a class of 30 middle school students, one can anticipate that 5–7 students have below grade-level reading skills, 3–5 students will have learning dis- abilities, 1–2 may have vision or hearing difficulties, and 1–2 students may have a primary language other than English. The current model of curriculum accommodations requires that these students first be identified as having special needs, and then special support services will be provided.

The promise of universal design for learning suggests that instructional materials can be designed to provide adjustable instructional design controls. One way to think about these controls is to consider a volume control slider that is adjustable to be off or some level between low and high. Tomlinson (1999) speaks of this concept as equalizers. As illustrated in Figure 5.4, universal design control panels could be included in all instruc- tional software and be accessed by students and teachers when an adjustment is needed. Just think of it: Do you need reading materials at a lower readability? Just go into the control panel and reset the slider, and the same information could be presented at a lower reading level.

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CHAPTER 5Section 5.2 Foundations of Universal Design for Learning

Figure 5.4: Model of equalizers

The figure shows a model of equalizers that could be used to adjust the difficulty of curriculum and/or the type of supports that are activated to support diverse learners.

Many find it difficult to visualize what universally designed curricula might look like. Table 5.2 identifies digital resources that can help us understand the potential of UDL. As you explore each resource, consider how it was designed to support the success of all learners by embedding supports that can be used by any learner as needed. Also consider the question: Would these instructional materials be helpful to a single student (if so, it might be considered assistive technology), a small group of students (if so, it might be useful as a Response to Intervention [RTI] Tier 2 intervention), or might there be value in giving them to the entire class in order to reach those who we know will struggle as well as many other students whom we cannot identify in advance? Finally, consider the differ- ence between traditional textbooks (design for the mean; see Figure 5.1) and these types of digital learning materials that feature embedded supports that can be used by any learner (design for more types; see Figure 5.2).

Knowledge Representation AbstractConcrete

Structure MoreLess

Independence MoreLess

Pace QuickerSlower

K

12

Reading Level

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CHAPTER 5Section 5.3 Universal Access to Text

Pause to Reflect If we begin with the design premise that not all learners who enter a classroom will be reading at grade level, why might a website that (a) has curriculum content written at multiple reading levels, (b) has text-to-speech available, and (c) has second language translation available be more acces- sible and engaging than a traditional textbook? If such instructional materials were routinely avail- able, what does this type of digital curriculum say about a school’s commitment to diverse learners?

Table 5.2: Instructional designs that proactively value differences

Instructional Challenge Strategy Technology Options

Design instructional materials that support diverse learners before they fail.

Create multilingual instructional materials that include a variety of levels to engage students at different skill levels.

Literacy Center Education Network http://www.literacycenter.net /lessonview_en.php

Create instructional text at multiple levels to account for different reading levels and interest levels.

Ben’s Guide to U.S. Government for Kids http://bensguide.gpo.gov/

Create tiered instructional text and offer audio support for the easier levels.

StarChild http://starchild.gsfc.nasa.gov /docs/StarChild/StarChild.html

Create tiered instructional materials for adults to understand the importance of just-in-time support.

The Brain: From Top to Bottom http://thebrain.mcgill.ca/

5.3 Universal Access to Text

The text found in textbooks is fixed. That is, the font is a certain size. The leading (the space between lines) is fixed. The margins are fixed. The font color is usually black (to provide a striking contrast against the white paper). While the characteristics of print and books have changed little since the invention of the printing press, we now know that to some people the book is a difficult container in which to access information. For example, consider the child who was born without arms. How does he turn the pages of the book or carry the book from his desk to his locker? What about the child who has a vision impairment and needs the text enlarged to be able to see the print? What about a child whose first language is not English, of what use is the textbook to her? And what about the student who cannot read independently at grade level?

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CHAPTER 5Section 5.3 Universal Access to Text

Typically, the first step in making the information accessible is to scan the text into the computer (see Chapter 6) to cre- ate a digital version of the text. Digital text is inherently flexible. That is, the size, font, and color of the text can be readily altered. In addition, digital text can be manipulated in ways that provide physical, sensory, and cognitive access. To meet the needs of diverse learners, it is becoming increasingly clear that 21st- century curricula should be developed, stored, and used in a digital format, and print-on-demand tools should be used as needed. Notice how the traditional paradigm has been flipped. Rather than creating print books that have to be con- verted into digital format, books should be created and distributed in electronic formats and printed when the need arises.

This section outlines a series of design interventions that make text universally accessible. The goal is to present resources, strategies, and tools that you can use in your classroom to ensure that your students will have universal access to text-based information.

Text Creation Today, almost all information is created through the use of a keyboard and a computer. This means that most text is “born” digital. As you learned while mastering your word processor, it is easy to save, change, and print documents when the text is saved in a word processor. As a result, few people who have mastered the basic mechanics of a word pro- cessor want to go back to using a typewriter or writing entirely by hand.

One of the simplest strategies that teachers can use to make text accessible to their stu- dents is to provide digital copies (i.e., created on a word processor) of their handouts. In fact, many school districts support this strategy by providing teachers with an online workspace on a local area network (i.e., intranet) or a content management system (e.g., Moodle). These types of tools allow teachers to post documents online. In both cases, students learn to retrieve documents from the server that they can open and view in their own word processor or web browser.

Alter the View Students who need to alter the view of a document can use the zoom feature in their word processor (Click on View menu, Click on Zoom, select appropriate size) or web browser (Command 1 or Command 2) to increase the font size. This is another excellent example of universal design. That is, while zoom was originally developed for people with visual disabilities, nearly everyone periodically discovers the need to enlarge text in order to see information more comfortably.

By converting printed text into digital format, you can make text more accessible to students. What are other advantages to students accessing text digitally?

iStockphoto/Thinkstock

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CHAPTER 5Section 5.3 Universal Access to Text

A key design principle for making text accessible on webpages uses a web development technique known as Cascading Style Sheets (CSS). CSS is a preferred web development practice because it separates content from the display of information. This is really a sig- nificant development for accessibility because in the past all decisions about the appear- ance of text were made by the designer or publisher. By separating content from the characteristics of how information is displayed, the control has shifted from the publisher to the reader, who determines what is the “just right” format.

What you will notice is that as you click on each link on the CSS Zen Garden site, the content of the pages stays exactly the same, but the graphic design, layout, text style, and so on, change. The magic of CSS is accomplished by saving the text in one file and sav- ing the CSS variables that affect the appearance of the page in a second file. The point of this website is simply to illustrate that accessible design can be beautiful. When you see webpages that have a series of boxes with the letter A or T, this is an indication that the webpage has used CSS to build in text enlargement. Simply click on the letter to enlarge the text to a comfortable size.

The value of text enlargement has led to a number of new tools, some of which are designed to work within your web browser (i.e., browser plugin or bookmarklet). Increas- ingly common is the need for these same kinds of tools to work on smartphones given the very small screen size and the need to remove the clutter found on many webpages (see Table 5.3). Hence we are seeing another example of universal design that is transforming what was originally an assistive technology intervention into a universal design feature that benefits everyone.

Table 5.3: Bookmarklets and apps that alter readability features of text

Instructional Challenge Strategy Technology Options

Need to modify the screen presentation of text to improve its readability.

Download a bookmarklet to be used when reading in a web browser.

Readability http://www.readability.com /bookmarklets

Evernote Clearly http://evernote.com/clearly/

Download an app to improve the readability of webpages on a smartphone screen.

Readability http://www.readability.com /apps

Visit the following website to experience CSS:

CSS Zen Garden

http://www.csszengarden.com

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CHAPTER 5Section 5.3 Universal Access to Text

Another important strategy for making text accessible involves styles. Perhaps you used style sheets when you learned to word process; unfortunately, most of us did not (to learn more, visit http://webaim.org/techniques/word/). The purpose of using a style sheet is that headings and text elements are consistently tagged regarding their function (i.e., Heading 1, body text). While visual users can see the difference in subheadings, blind users cannot. As a result, screen readers rely on style sheets to read the tagged elements of a document and provide the user with the opportunity to move around a document (i.e., using heading tags to jump from one section to another). Styles also offer authors the opportunity to view the headings that they have created in a document in an outline view to ensure that they are being consistent in their writing style.

Saving the Text File After you have created your text, you have many choices concerning the file format in which you save your document. Table 5.4 summarizes some of the common text file for- mats. Today, most word processing programs and web browsers can easily open and view documents created in any of these common file formats. In most environments, Microsoft Word- files saved as .doc or .docx are universally accessible because Word- has become the word processing standard. Be considerate of the needs of your students when select- ing a file format in which to save the information. For example, if you create a document in WordPerfect- or Pages-, these specialized formats cannot be opened on most comput- ers that do not have these programs installed. In this situation, the student may need to use an online conversion service (see Table 5.5) to convert the file to a format he can open and view.

Table 5.4: Common file formats for text

File format

Attributes

.asc ASCII, a generic text file with no formatting properties. A universal standard for the lowest level of text-based information.

.doc, .docx Proprietary formats associated with Microsoft Word. Requires Microsoft Word or a compatible word processor to open.

.html A file format containing information formatted for the Web. HTM and HTML files will open in a web browser.

.pdf A proprietary format created by Adobe to facilitate the transfer of documents between computers to ensure compatibility when one user may not own the software that was used to create the original document. Generally recognized as a universal storage format.

.rtf Allows some basic formatting (i.e., bold, italics) to be included in the text. The rich text format file type opens in all word processors.

.txt A file containing text with no formatting. This text file type opens in all word processors.

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CHAPTER 5Section 5.3 Universal Access to Text

Table 5.5: File conversion tools

Instructional Challenge Strategy Technology Options

Unable to open and view a digital file because it is saved in a format that is not compatible with the software on one’s computer.

Access an online conversion service to upload the file and convert it into another format.

Zamzar http://www.zamzar.com

You Convert It http://www.youconvertit.com

Media Converter http://www.mediaconverter.org

Manipulating Digital Text Once students have access to a digital text file, they are able to manipulate the informa- tion in a variety of ways to make it more accessible. Essentially, the only technology skills needed to do so involve copying and pasting.

One important strategy for many struggling readers involves altering the cognitive acces- sibility of the text. This can be accomplished by copying and pasting digital text into a summarization tool. Search your favorite app store to find summarization products that will work on your smartphone.

One example of a free web-based summarization tool is:

Text Compactor

http://www.textcompactor.com

With this tool, students use a slider to determine how much of a summary they want to read, and the summarized text appears in a box on the page. This tool is an interesting application of UDL. Teachers might use it in a class because of a few struggling readers. However, to reach those targeted students, the teacher introduces the tool to the entire class. The potential of UDL indicates that the tool will help not only the small group of targeted students but also a larger number of students in the class—many of whom the teacher could not know in advance would need, want, or benefit from such a tool.

This case illustrates that the outcomes of UDL should be considered in terms of primary and secondary beneficiaries. If only a small number of targeted users end up using the tool, it functions more like assistive technology. However, if the secondary beneficiaries are a larger group, it is likely we have discovered a UDL application in the same way that we notice the beneficiaries of the zero-entry swimming pool.

Once students have a summary of the text, they can choose to copy and paste it into a text- to-speech program. This allows them to listen to information that they may not be able to (or choose not to) read (see Table 5.6).

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CHAPTER 5Section 5.4 Universal Access to Media

Table 5.6: Text-to-speech tools

Instructional Challenge Strategy Technology Options

Student would like to listen to text that she cannot or does not want to read.

Copy text and paste into a text- to-speech tool.

Vozme http://www.vozme.com

SpokenText http://www.spokentext.net

Read the Words http://www.readthewords.com

Finally, digital text affords the opportunity to convert text from English into another lan- guage. Some students whose first language is not English will struggle to extract meaning from text found in grade-level readings. Such students may benefit from translation tools that offer the text and audio formats in English and more than 55 languages.

Pause to Reflect How would you explain the difference between digital text and traditional print to a parent of one of your students? Are these differences significant or relevant for 21st-century learners?

5.4 Universal Access to Media

The accessibility of instructional media is another important consideration in UDL. While media often supplements text and adds meaning for struggling readers and students who are visual learners, audio and video represent intrinsic barriers for students who have hearing or visual impairments. Thus, efforts to improve accessibility for one population may increase barriers for others. This means we must constantly be attentive to assumptions about our learners and the barriers associated with specific types of information containers we select to use in instruction. However, because of the routine use of audio and video for learning, there are clear guidelines for how to make multime- dia content accessible.

Google Translate

http://translate.google.com

The purpose of this section has been to show how something as simple as making digital text available to students in turn allows students to manipulate information to enhance the physical, sensory, and cognitive accessibility of the information in ways that benefit all students. Given the importance of learning from text in American schools, the design of accessible text is a primary starting point for efforts to implement UDL.

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CHAPTER 5Section 5.4 Universal Access to Media

Accessible Design of Audio Audio files may contain music; a recorded conversation like a radio show, podcast, or interview; spoken text that has been digitized from a human reader (digitized speech), or synthesized speech (generated by a computer voice). While this content may enhance the learning experience for many learners, the audio format poses intrinsic barriers for individuals who are deaf or hard of hearing. Therefore, the key design principle when including audio in instructional materials is to provide a transcript whenever an audio file is made available to students.

Transcripts are simply text files that feature the same information that is found in the audio file. For example, if the audio is a radio interview, the transcript would be format- ted in script format so that the deaf reader can see who says what. Descriptions of sounds are also included in a transcript. For example, if the radio interview begins with soft jazz music, this is indicated in the script. Similarly, if there is background noise such as a fire truck siren, this is also noted. Transcripts may be saved in any convenient text format, such as .doc, .docx, .html, or .pdf. The goal is to provide equal access to the information for all learners.

The most significant challenge for most educators is generating a transcript when all they have is an audio recording. The most tedious way to produce a transcript is to replay the audio and type up a transcript. However, a more effective approach is to pay a pro- fessional to transcribe the audio. A Google search for “transcription services” will help you identify local, regional, and state transcription services and many organizations may have a negotiated contract to provide this service as needed. Increasingly, efforts are being devoted to automating the transcription process (more about this later in the section).

Accessible Design of Images Adding images to text facilitates comprehension for most learners. However, for students who are blind, the information contained in an image is obviously inaccessible. In order for a blind person to have access to the visual information, instructional designers must prepare a text description that explains the information found in the graphic. Whereas captions are commonly used to provide a brief description of an image, a person who is blind will need an extended description. The nature of the description depends on the purpose of the image (e.g., a simple graphic to make the design visually interesting versus a graph with data).

Extended descriptions may be included in a word processing document or a webpage so that all may access the information, or it may be stored in a separate file to be accessed as needed. When inserting a graphic on a webpage, most web authoring programs prompt the user to add information in what is known as an alt text tag to an image file. The alt-tag directs screen readers and browsers that have turned off graphics to retrieve descriptions or text files that provide a text version of the information that is presented in visual format. The alt-tag signals the availability of a text description that can be read to the individual so that he or she can gain access to the visual information that is available to his or her sighted peers. (If you would like to see an alt-tag in action, and you are reading this text- book online, hover your mouse over any image or figure in the book. The text that was written for the alt-tag will automatically appear. As you view the image and read or listen to the description, decide whether or not the description is adequate for understanding

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CHAPTER 5Section 5.4 Universal Access to Media

the visual information if you could not see the image.) The universal design of images requires that designers include text descriptions of each image. This is not a difficult pro- cess, but it can be time-consuming to thoughtfully describe the information found in an image in ways that are useful to someone who cannot see the image and needs addi- tional information concerning factors that sighted individuals may take for granted (i.e., issues of graphic style or context of a photo). To learn more about creating alt text, visit: http://webaim.org/techniques/images/alt_text

Accessible Design of Video The popularity of YouTube and Netflix has placed video in the middle of social media and, therefore, it is increasingly finding its way into the classroom for instructional pur- poses. However, the multimedia nature of video makes it problematic for individuals with sensory impairments (i.e., those who are deaf, hard of hearing, blind, or visually impaired). As a result, educators must ensure that all videos are appropriately captioned.

Captioning in the context of video and multimedia means that the information that is presented via audio is available through captions or a transcript and that the information that is presented via video is available through text descriptions (see Table 5.7). Creating captions is a bit more involved than creating a transcript because the text has to be linked to specific audio and video frames. As a result, this is one area of accessible design that it is difficult to expect teachers to be able to do on a daily basis. However, new tools are mak- ing the process easier, and commercial services provide a method for schools to contract for accessibility services if they are creating videos.

Table 5.7: Captioning tools for creating accessible media

Instructional Challenge Strategy Technology Options

An instructional designer is interested in creating universally accessible media for new instructional materials.

Add captions and text descrip- tions to audio and video.

Web Captioning Overview http://webaim.org/techniques /captions/

Making Video Accessible http://www.longtailvideo.com /support/jw-player/22/making -video-accessible

CaptionTube http://captiontube.appspot .com/

Pause to Reflect Why is it important to consider the accessibility of multimedia when planning for universal design of instruction?

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CHAPTER 5Section 5.5 Developing a Personal Plan to Implement UDL

5.5 Developing a Personal Plan to Implement UDL

In the final section of this chapter we will focus on how teachers can plan for implement-ing UDL in their classrooms. The goal is to provide you with some practical strategies to enhance the accessibility of instruction moving from design for the mean (Figure 5.1) to design for more types (Figure 5.2). We will also address issues that are likely to impact universal design in the near future.

The A3 Model The transition from inaccessible design to universally accessible design will involve awareness training, new technical development, and time for these new standards to be widely adopted. As a result, achieving universal accessibility will not happen quickly.

The A3 Model (Schwanke, Smith, & Edyburn, 2001) illustrates the ebb and flow of con- current interactions between advocacy, accommodation, and accessibility across a three- phase developmental cycle necessary to achieve universal accessibility (see Figure 5.5).

Figure 5.5: The A3 Model

The figure shows how advocacy, accommodation, and accessibility shift across the developmental cycle.

Source: Adapted from Schwanke, Smith, & Edyburn, 2001.

Advocacy Phase

Accomodation Phase

Accessibility Phase

Time

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CHAPTER 5Section 5.5 Developing a Personal Plan to Implement UDL

Advocacy efforts raise awareness of inequity and highlight the need for system change to respond to the needs of individuals with disabilities. It is during this phase that advocates seek to spread the message about the benefit of UDL. Part of the message is intended to change the thinking of individuals and organizations about the need for equitable access to tools, products, and information resources.

Accommodations are the typical response to advocacy: Inaccessible environments and materials are modified and made available. Typically, accommodations are provided upon request. While this represents a significant improvement over situations in the ear- lier phase, accommodations tend to maintain inequality because (a) there may be a delay (i.e., time needed to convert a handout from print to Braille), (b) it may require special efforts to obtain (i.e., call ahead to schedule), or (c) it may require going to a special loca- tion (i.e., the only computer in the school with text enlargement software is located in the library).

Accessibility describes an environment where access is equitably provided to everyone at the same time. Often this is accomplished through outstanding design (i.e., ergonomic furniture, software with accessibility and performance supports built in). Thus, this third phase illustrates the goal of universal design in that the majority of instructional materials are universally designed, therefore drastically limiting the number of accommodations needed.

It is important to understand that all three factors are present in each phase. However, the waves across each phase suggest the differential impact of the three factors in terms of time, effort, and focus. As a result, individuals and organizations can use the model to assess how their time and effort is being allocated to determine which phase they are cur- rently operating within.

CAST’s work on UDL paints a vision of the world in which instructional environments, materials, and strategies are universally designed (as found in the third phase). It has cre- ated an outstanding series of products (i.e., WiggleWorks [CAST, 1994], Thinking Reader [CAST, 2004], UDL Editions by CAST [2008], CAST UDL Book Builder [2009a], CAST Sci- ence Writer [2009b]) that provide experiential evidence of what UDL principles could look like in practice. These products illustrate what might be possible if students had access to a large supply of UDL materials to support their learning across subjects, each and every day of the school year.

In the first 10 years of UDL implementation, we have shared the message of UDL with substantial numbers of educators (Phase 1). However, the reality is that once we under- stand the principles of UDL, we move from Phase 1 (advocacy) to Phase 2 (accommoda- tion). This means that while we are waiting for the widespread availability of the promise of UDL (Phase 3—accessibility), we are left to our own devices to try and apply the UDL principles to create more accessible accommodations (e.g., “Since the webpage does not feature audio, let me show you how to copy the text and paste it into a text-to-speech tool.”). Thus, the A3 Model illustrates why many early disciples of UDL find themselves struggling to achieve the potential of UDL within the current limitations of instructional design and product development.

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CHAPTER 5Section 5.5 Developing a Personal Plan to Implement UDL

A fundamental question that has yet to be fully addressed in the UDL literature is whether or not the demands of daily instruction will allow teachers to function effectively as instructional designers. That is, is UDL a task for developers who make instructional products? Or are teachers the principal stakeholders as they select and deliver instruction in accordance with UDL principles?

Given the difficulties the author has observed in trying to scale UDL implementation beyond single classrooms, he is of the opinion that UDL is an intervention that involves the design and creation of instructional materials (Phase 3—accessibility). Hence, the work of teachers is more accurately represented by the description of Phase 2—that is, advocating for universal design for learning, selecting and using UDL materials when they are available, and facilitating accommodations (as illustrated in Section 5.3 for mak- ing text accessible). However, this perspective is controversial.

In the sections that follow, we explore tools and strategies for implementing universal design in the classroom with the goal of helping teachers design for more types (Figure 5.2).

Planning for Multiple Means of Representation The UDL principle of multiple means of representation seeks to provide diverse students with alternatives to gaining information solely from a textbook. You can implement this principle in your classroom by using a planning template. A sample plan, illustrated in Figure 5.6, provides an example of what such a multiple means of representation menu might look like for a middle school lesson on volcanoes. While this planning template does require extra time on the teacher’s part, it provides multiple pathways for all students to explore the content, as the teacher may select resources that provide a more basic presen- tation of the information as well as those that provide more advanced content. Because students will review each of the resources, just as Goldilocks does to determine what is “just right,” they are likely to accumulate more time on task than commonly found with traditional one-size-fits-all curricula. When teachers seek to implement the UDL principle of multiple means of representation, they are valuing academic diversity by discarding the historical notion that any one information source is the only one needed. In reality, providing students with a menu of information sources is thought to enhance access, engagement, and learning outcomes for both targeted students (primary beneficiaries) who we know will struggle with the content, but also for a large number of other students (secondary beneficiaries) who we cannot identify in advance.

Pause to Reflect Given your understanding of the A3 Model, which phase do you believe most accurately describes your personal knowledge and skills concerning UDL?

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CHAPTER 5Section 5.5 Developing a Personal Plan to Implement UDL

Figure 5.6: Sample volcano lessons using the multiple means of representation planning template

This figure shows an example of how lessons can be planned using the multiple means of representation planning template.

Planning for Multiple Means of Expression A second principle of universal design for learning focuses on providing students with choices on how they express what they have learned. In many classrooms, teachers expect students to make presentations to the class regarding a topic that they have studied. Beyond formal presentations, teachers are increasingly allowing students to use other formats, such as short videos (http://www.xtranormal.com/), comic strips (http://www .toondoo.com/), and other modes of storytelling and presentation.

Topic of the Instructional Unit: Volcanoes (Middle School Science)

Additional Comments:

I created this unit for a diverse middle school science class that I co-teach. We will ask stundents to explore all the resouces during their learning activities as a means of ensuring that all students have mulitple ways to access the content of the unit.

Alternate to the textbook

Text Wikipedia: Volcano http://en.wikipedia.org/wiki/Volcano

Simple English Text Volcano http://simple.wikipedia.org/wiki/Volcano

Audio Audio VozMe http://vozme.com/index.php?lang=en

Interactive Activities

Web Learner Interactives: Volcanoes

Conversation Tools

Braille Sign Language

Symbols

Not needed at this time. Not needed at this time. Not needed at this time.

Movie Audio visual Volcano Movie Clips http://www.volcanovideo.com/p8vidclp.htm

Volcanoes http://www.brainpop.com/science/ earthsystem/volcanoes/preview.weml

Type Media Source

http://www.learner.org/ interactives/volcano/index.html

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CHAPTER 5Section 5.5 Developing a Personal Plan to Implement UDL

In this case, the teacher would like each student to make a formal presentation, using one of the tools in Table 5.8. By giving students a choice in the presentation tool, students can opt to learn a new tool, or use one that they are familiar with or one that supports specific features (e.g., collaboration [Google Drive]; visualization [Prezi]; or cognitively simpli- fied interface [Kid Pix 3D]) that they want to utilize in this particular context. Because the teacher may not be an expert in each of the products, she directs students to use each other as resources for learning about the tools as well as to take advantage of online help and tutorials. This tactic frees the teacher to devote more time and energy on helping the students learn about the content and performance standards. Once such a menu has been created, it may be reused frequently.

Table 5.8: Multiple means of expression menu

Instructional Challenge Strategy Technology Options

Develop an electronic presentation for the class to report on information that has been learned about a topic.

Use electronic presentation software/apps.

Google Presentation http://drive.google.com/

Keynote (Macintosh, iPad) http://www.apple.com/iwork /keynote/

Open Office http://www.openoffice.org/

Roger Wagner’s HyperStudio 5 http://www.mackiev.com /hyperstudio/index.html

Kid Pix 3D http://www.mackiev.com /kidpix/index.html

PowerPoint http://office.microsoft.com/

Glogster http://www.glogster.com/

Prezi http://prezi.com/

Zoho Show http://show.zoho.com/

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CHAPTER 5Section 5.5 Developing a Personal Plan to Implement UDL

Planning for Multiple Means of Engagement Access to information is not the same as access to learning (Boone & Higgins, 2005; Rose, Hasselbring, Stahl, & Zabala, 2005). Access is necessary but not sufficient. As a result, it is important to consider how technology and digital media engage students in meaning- ful learning activities. When UDL provides the opportunity for a student to access and engage in learning, as minutes of engaged learning accumulate (i.e., time on task), this fosters the opportunity for deep learning to occur. Deep learning, sustained over time, has been found to lead to significant gains in academic achievement. As we seek to reverse the effects of the achievement gap, we must keep this strategy in mind. That is, how do we engage students in meaningful learning activities such that they are able to experience the deep learning that is needed for the development of expertise?

One strategy for implementing the UDL principle of multiple means of engagement is to use an instructional planning template known as Tic-Tac-Toe. As illustrated in Figure 5.7, a teacher created a Tic-Tac-Toe activity for students in her ninth-grade biology class to complete. In populating the nine cells, she has kept in mind the UDL principles, as she has provided multiple means of representation, expression, and engagement. Students are expected to select three in a row (using the traditional rules of tic-tac-toe) to complete the assignment.

Naturally, the creation of tic-tac-toe activities will require a bit of time investment for teachers. However, as an instructional management tool, it is an excellent beginning step for applying the principles of universal design to the classroom. Teachers will reap the dividends of their time investment when they track the academic performance of students who have typically struggled to complete traditional assignments. Often students will ask to do more tic-tac-toe projects. This is a powerful indicator of the instructional value of this intervention and one that operationalizes our values of proactively valuing diversity to support students before they fail.

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CHAPTER 5Section 5.5 Developing a Personal Plan to Implement UDL

Pause to Reflect As you think about applying the principles of UDL in your classroom, which approach (multiple means of representation, expression, or engagement) seems most important or manageable for you to begin with?

Figure 5.7: Sample tic-tac-toe activity

The sample activity shown is based on cells, and is an excellent means of managing universal design principles in the classroom.

Source: Permission to reprint granted by Meridith Berghauer.

Meridith Berghauer Biology

“The Cell” Ms. B’s Tic-Tac-Toe Project

Each student is responsible for completing three activities from the following choices. Your three activities must follow the rules of tic-tac-toe (i.e., three in a row).

Find an article in the news within the last 2 months that involves

cells. Type a summary and attach it to the article. (Hint: search Cell Biology)

Pick a concept map about the cell with at least 3 tiers of detail. Use the website:

http://www.inspiration.com/Freetrial

Create a “Who am I?” game using the parts of the cell. Pick five parts of the cells. Write 5 clues for each part, starting with hard clues and

the last being the easiest clue.

Write a 2 page paper about a person who discovered an

organelle or another notable cell biologist. Include their background and any other discoveries they made in

their careers. http://en.wikipedia.org/wiki/

Cell biology

Create a song, rap or poem to illustrate the job of one organelle

in the cell.

Pick an organelle and write a story, “A Day in the LIfe of a ______.” Make sure it is at least 2 pages

long and includes at least 4 other organelles.

Create a play bill about the cell. Decide who is the star and who are the supporting

actors. Make sure you explain why you picked what

you did in your play bill.

Write a 2 page paper about how a certain structure of the cell was discovered and what it’s job entails

in the cell.

Create a 3-D representation of the major aspects of a cell,

including but not limited to: Nucleus, Mitochondria,

Golgi apparatus, Cell wall, Cytoplasm, and Endoplasmic

reticulum.

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CHAPTER 5Post-Test

Summary

Universal design has its roots in the field of architecture, where it was discovered that it was preferable to consider disability access in the initial design of the build-ing environment rather than trying to achieve access through retrofitting. Univer- sal design for learning represents a 21st-century intervention that seeks to utilize emerging insights gained from research in diverse fields such as brain imaging, learning sciences, instructional design, and technology. The three principles of UDL involve providing mul- tiple means of representation, expression, and engagement. Understanding the potential of UDL is seductively easy. Its exponential growth indicates that clearly it is the right idea at the right time. However, it has proven far easier to help the various stakeholders under- stand the potential of UDL than it has been to implement UDL on a large scale.

Post-Test

1. The fundamental problem of the design for the mean product is its a. font size. b. determination of mean. c. usability. d. timeliness.

2. One concern with universal design for learning is that it lacks a. a general philosophy. b. legal support. c. scientifically based evidence. d. teacher buy-in.

3. Which of the following is NOT a problem with using print text? a. The font size is fixed. b. The pages must be turned. c. The print color cannot be modified. d. The content can be changed.

4. An alt-tag a. is an alternative to tags in narrative documents. b. is used to alert readers that there is an image in the text. c. gives an extensive caption of tables and figures in text documents. d. provides extended descriptions of images in web text.

5. Deep learning of content is the focus of planning for multiple means of a. excellence. b. expression. c. engagement. d. representation.

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CHAPTER 5Post-Test

6. According to McLeskey and Waldron (2007), the goal for educators working in inclusive classrooms is to make differences

a. stand out. b. ordinary. c. special. d. above all.

7. CAST stands for a. Center for Accessible Student Technology. b. Center for Applied Special Technology. c. Center for Allowable Skills Tenacious. d. Considering All School Teams.

8. Generally, the MOST accessible file format for text is a. .rtf b. .pdf c. .doc or .docx d. .jpg or .jpeg

9. Transcripts are NOT a. text representations of auditory presentations. b. preferable for students with blindness. c. preferable for students with hearing loss. d. accessible in a variety of text formats.

10. Which of the following is NOT an aspect of the A3 Model (Schwanke, Smith, & Edyburn, 2001)?

a. advocacy b. alterations c. accommodations d. accessibility

Answers 1. c. usability. The answer can be found in Section 5.1. 2. c. scientifically based evidence. The answer can be found in Section 5.2. 3. d. The content can be changed. The answer can be found in Section 5.3. 4. d. provides extended descriptions of images in web text. The answer can be found in Section 5.4. 5. c. engagement. The answer can be found in Section 5.5. 6. b. ordinary. The answer can be found in Section 5.1. 7. b. Center for Applied Special Technology. The answer can be found in Section 5.2. 8. c. .doc or .docx. The answer can be found in Section 5.3. 9. b. preferable for students with blindness. The answer can be found in Section 5.4. 10. b. alterations. The answer can be found in Section 5.5.

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CHAPTER 5Critical Thinking Questions and Exercises

Design History: An Interactive Timeline

http://designhistorytimeline.com/

Key Ideas

• Efforts to design for the mean reflect a value of designing for a segment of the population that will achieve the best return on one-size-fits-all tools, products, and information resources. This approach creates a relentless demand for accom- modations because all needs were not considered in the original design.

• Although universal design promotes the notion that everyone will benefit from a given design, in practice this has not been achieved. As a result, a more promis- ing approach to consider is design for more types.

• The foundations of UDL were created during a period when there was a need to move inclusion beyond physical access to the general education classroom to a level that offered access, engagement, and improved outcomes of learning by students with disabilities within the general curriculum.

• The accessible design of digital text allows users to manipulate text in ways that enhance the physical characteristics of print, as well as providing scaffolds such as text at multiple difficulty levels, audio, and second language that provide cog- nitive access to the information.

• Application of the principles of UDL in the classroom requires that teachers pro- vide students with choices in order to foster access and engagement.

Critical Thinking Questions and Exercises

1. Think of the big ideas and important themes that you have been learning about in this chapter. Write a headline concerning UDL that summarizes and captures a key aspect that you feel is significant and important.

2. Drawing on your experience, prior knowledge, or reading in this chapter, do the following:

a. Make a claim about a UDL issue or idea being explored. b. Identify support for your claim. What things do you see, feel, or know that

lend evidence to your claim? c. Raise a question related to your claim. What may make you doubt the claim?

What seems left hanging? What isn’t fully explained? What further ideas or issues does your claim raise?

3. Explore the history of design with the interactive timeline below. What patterns do you notice that cross time periods?

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CHAPTER 5Critical Thinking Questions and Exercises

7. With a classmate, prepare a debate over the role of instructional designers and teachers in designing and implementing UDL. What are the primary roles and responsibilities of each stakeholder group? Who has primary responsibility for accessible design? Is there a need to clarify the relationship between UDL and differentiated instruction?

4. Explore the relationship between design interventions that were created explic- itly for individuals with disabilities but subsequently had greater implications for mainstream populations. Select 1–3 cases that illustrate the UD mantra, “Good design for individuals with disabilities can benefit everyone.” How could your own classroom benefit from the interventions you selected?

A History of Technological Advances Inspired by Disability

http://www.infinitec.org/learn/learningaboutat/techhistory.htm

The Evolution of Assistive Technology Into Everyday Products

http://accessibility.net.nz/blog/the-evolution-of-assistive-technology -into-everyday-products/

Teaching Every Student Blog

http://teachingeverystudent.blogspot.com/

Free Technology Toolkit for UDL in All Classrooms

http://udltechtoolkit.wikispaces.com/

CAST UDL Studio

http://udlstudio.cast.org/

OSEP Toolkit on Universal Design

http://www.osepideasthatwork.org/udl/index.asp

5. Conduct a Google search to locate information on how to open the accessibility control panels on your computer. Consider how these features could be used by a student in your classroom or an older adult that you know. What is the value of having such control panels on every computer rather than installing them on individual computers as needed?

6. Review the following websites concerning UDL resources. Identify 3–5 resources that you would share with a colleague to introduce him or her to the concept of UDL. Why did you choose those specific sites?

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CHAPTER 5Key Terms

National Education Technology Plan 2010

http://www.ed.gov/technology/netp-2010

8. Download a copy of the National Education Technology Plan 2010:

Use the Find feature within your word processor or PDF viewer to locate the phrase “uni- versal design for learning.”

a. In which contexts is the use of UDL advocated for in technology planning? b. What are the implications of this language for the future reauthorization of the

Elementary and Secondary Education Act (ESEA)? c. Based on this information, what would you tell a school district administrator

regarding the importance of UDL and the need to create a local plan for imple- menting it?

Key Terms

accessibility control panel Accessibility features built into the computer operat- ing system that allow users to modify the input (i.e., mouse, keyboard) and output (i.e., screen, audio) features to ensure that they can access information.

accessibility Refers to the inclusive goal of making instructional material and resources usable by all people regardless of their skills or abilities.

digitized speech Involves recording a human reader and capturing the sound files in an electronic format. These types of audio files tend to be very large.

multiple means of engagement Providing students with alternatives to engage them in deep learning about a topic.

multiple means of expression Provid- ing students with choices about how they demonstrate what they know.

multiple means of representation Provid- ing students with options on how they can access information in order to learn about a topic.

synthesized speech Speech generated by a computer. Critics argue that this type of speech sounds robotic and is a poor model for readers. This type of speech is inexpen- sive to produce, and the files can be com- pressed to make them very small.

universal design A philosophy of design that seeks to create environments and products that can be used by diverse populations without the need for assistive technology.

universal design for learning (UDL) A philosophy of instructional design that seeks to create instructional learning envi- ronments and materials that proactively value diversity by embedding supports for students to foster access and engagement.

usability Refers to how easy it is to learn and use a product.

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CHAPTER 5Recommendations for Your Professional Bookshelf

Web Watch

UDL-Implementation Research Network is a new independent professional organization devoted to the implementation of UDL. http://udl-irn.org/

UDL Connect is an online community, sponsored by CAST, that is devoted to the exchange of information and resources concerning UDL. http://community.udlcenter.org/

The National Center on UDL is an authoritative resource concerning UDL research, policy, and practice. http://www.udlcenter.org/

Recommendations for Your Professional Bookshelf

Lidwell, W., Holden, K., & Butler, J. (2010). Universal principles of design: 125 ways to enhance usability, influence perception, increase appeal, make better design decisions, and teach through design (2nd ed.). Gloucester, MA: Rockport Publishers.

A comprehensive introduction to design interventions for maximizing accessibil- ity and usability of tools, products, and information resources.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age. Alexandria, VA: ASCD.

A classic book outlining the principles of UDL.

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