Five Resources for incorporating UDL (Universal Design for Learning)



I. A University of Washington pamphlet that focuses on equal access, gives an overview of different ways to approach and address those with disabilities.  It is especially helpful in giving specific tips for a variety of situations.  Below a few are listed:

General
• Ask a person with a disability if he or she needs help before providing assistance.

• Talk directly to the person with a disability, not through the person’s companion or interpreter.

* Avoid negative descriptions of a person’s disability. For example, “a person who uses a
wheelchair” is more appropriate than “a person confined to a wheelchair.”
A wheelchair is not confining—it’s liberating!

• Do not interact with a person’s guide dog or service dog unless you have
received permission to do so.

Source: http://www.washington.edu/doit/Brochures/PDF/equal_access_udi.pdf

II. A website from Ohio State University provides excellent, concrete tips for a teacher when developing lessons to incorporate more ways for all students to benefit from the instruction.  What follows are some of the specific instructional methods. 
Source: http://ada.osu.edu/resources/fastfacts/Universal-Design-FF.pdf

◆ Put course content on-line for students to "pick up" material missed in lecture
◆ Use guided notes allows students to listen for essential concepts without copying notes
off of overhead
◆ Vary instructional methods, provide illustrations, handouts, auditory and visual aids
◆ Relate a new topic to one already learned or a real-life example
◆ Secure a note taker, allow tape recording of lectures or provide  a copy of your notes
◆ Give shorter exams more frequently

 III. Another website from Ohio State University provides clear guidelines for developing guided notes for students.  In a previous blog, I discussed Sylvia who had trouble taking notes.  This site gives wonderful suggestions to improve guided notes using symbols.  A few tips:

Explanation of Symbols in Guided Notes

✷ ★ ❶ Write a definition, concept, key point, or procedure next to each bullet, asterisk,

star, or numbered circle.

☛ ☛ ☛ ☛ The pointing finger comes into play when you review and study your notes after

class. It is a prompt to think of and write your own example(s) of a concept or idea

for applying a particular strategy.

 

Source: http://ada.osu.edu/resources/fastfacts/Guided-Notes-Fact-Sheet.pdf

IV. This website gives specific example to incorporate Universal Design for Learning.  I like that it's examples are immediately understandable  However, the amount of resources is overwhelming and it can be time consuming to find what you are looking for.  Below are a few resources for guiding appropriate goal setting. Source:http://www.udlcenter.org/implementation/examples

Example/Resource		Why UDL?
	Goal Setting Worksheets Find templates for goal-setting worksheets to use with your students to support their organizational skills. Age Group: Elementary, Middle Content Area: All Areas Cost: Free Technology Involved: Internet connection to access; can also choose to download and print out	Why UDL? These organizational worksheets are great examples of strategies that guide students' goal-setting. See also:9.1: Promote expectations and beliefs that optimize motivation
	Exploring Language Exploring Language provides leveled support for learning about language and setting goals. See how students and artists explore and express their thoughts through poetry and song.  Age Group: K-12 Content Area: English, poetry, songwriting Cost: Free Technology Involved: Internet connection	Why UDL? Exploring Language offers students models and tips as to how to set goals that make the writing process more effective.  See also:8.2: Vary demands and resources to optimize challenge
	Helping My Students Set Goals the Smart Way Elona Hartjes shares the insights, resources, and practical classroom strategies that have earned her A Teacher of Distinction Award. Age Group: K-12 Content Area: All areas Cost: Free Technology Involved: Internet connection

V. The table below gives an excellent overview of 9 essential principles to consider when developing any type of lesson.  While not all nine can always be incorporated, the end product easily could incorporate one element from each column. Source: http://www.udlcenter.org/aboutudl/udlguidelines

You can learn more by clicking on one of the Guidelines below.

I. Provide Multiple Means of Representation

PerceptionLanguage, expressions, and symbolsComprehension

II. Provide Multiple Means of Action and Expression

Physical actionExpression and communication
 Executive function

III. Provide Multiple Means of Engagement

Recruiting interestSustaining effort and persistence
 Self-regulation