Tonia SwinehartWalden University

Sherry LambertsonEDUC-6714D-2 Reaching and Engaging All Learners Through Technology

November 21 2010

Brain Research and Learning DifferencesBrain=one network broken down into specialized processing areas

Recognition=takes sense organ info and processes patterns

Strategic=processes actions and plans

Affective=processes emotions (Laureate Education Inc 2009b)

Although brains share these general characteristics individual brains differ in each area =learning differences (Rose and Meyer 2002)

Implications of Brain Research There are no ldquoregularrdquo studentsmdashdonrsquot miss subtle and

important qualities

ldquoThe modular organization of learning networks mean that each student brings a unique assortment of strengths weaknesses and preferences to schoolrdquo (Rose amp Meyer 2002)

These patterns vary across all three networks interact with teaching environment that can bring progress or frustration (Rose amp Meyer 2002)

The Start of UDL UDL started with UD architects being taught to make

buildings accessible for all at the design level and the realization that those options were good for all

CAST=Center for Applied Special Technology focused at first on fixing childrsquos learning differences but realized it is sometimes curriculum that has barriers to be fixed (Laureate Education Inc 2009a)

UDL applies universal design principle to curriculum

Curriculum Barrier Example=Textbook My physically disabled student canrsquot hold book or turn the

pages

My visually impaired student canrsquot see text

My dyslexic student canrsquot read the text

Can we change any of these students so they can read the textbook

Solution Change the material not the child (Laureate Education Inc 2009a)

Principles of UDLUDL =Maximize learning for ALL students based on knowledge of

learning differences (CAST 2009)

The ldquoWhatrdquo of Learning Present information and content in different ways (assists recognition network)

The ldquoHowrdquo of Learning Differentiate the ways that students can express what they know (assists strategic network)

The ldquoWhyrdquo of Learning Stimulate interest and motivation for learning (CAST 2010) Providing opportunities to engage in learning that interests your students will motivate them to learn (Scigliano amp Hipsky 2008 p 35) (assists affective network)

The ldquoWhatrdquo Dan is a seven-year-old boy with Down Syndrome

He has very basic reading skills He knows his alphabet and can decode simple words Ms Lindhall his teacher who has a degree in general education decides to have Dan try a universally designed Digital Picture Book Eventually supports will be withdrawn so that Dan can read the book independently as many of his peers do (Advocacy Institute 2010)

The ldquoHowrdquoIn Ms Garciarsquos 6th-grade classroom students are asked to become experts on ancient Mesopotamia and share their knowledge with the class

Students work in groups and individually write newspaper articles write direct and film television news programs perform puppet shows and plays create posters or write research papers then presented their work to the class Providing choices in expression gives students more opportunity and incentive to develop expert products thereby becoming more active as learners (Advocacy Institute 2010)

The ldquoWhyrdquo of Learning Mrs Andersonrsquos interest inventory

Mrs Anderson discovered that many of her students were interested in rocket launching so for her nonfiction unit in English she picked out books that would pique their interest like Homer HickamrsquosOctober Sky

Donrsquot We Already Have RTIRTI UDL makes educational decisions

based on an at-risk students success or failure during specialized intervention

a process for making curriculum design decisions to maximize success in the general curriculum

BOTH AGREEbullpoor achievement does not necessarily reflect disability but rather may also reflect poor instruction

bullcurriculum that is effective for one student may not be effective for another student

bullassessment should inform instruction and intervention and consider once-a-year test scores insufficient

bullUDL framework may be able to support more effective decision-making within RTI which remains a significant challenge in RTI(Strangeman Hitchcock Hall amp Meo et al 2006)

How Will This Help Our Students All students experience success from curriculum

modifications---curb cuts (Meo 2008)

Better GradesTest Scores=Poor performance may reflect curriculum disability rather than student disability UDL helps change the curriculum at the design level

Identify and minimize barriers in the general education curriculum that might undermine student performance and increase the number of students selected for targeted intervention (Strangeman Hitchcock Hall amp Meo et al 2006)

What Makes UDL PossibleDigital technology makes UDL curriculum

solutions possible

Technology offers the flexibility ldquoupfrontrdquo that is needed when addressing studentsrsquo diverse learning needs (Montgomery Schools 2010)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

Brain Research and Learning DifferencesBrain=one network broken down into specialized processing areas

Recognition=takes sense organ info and processes patterns

Strategic=processes actions and plans

Affective=processes emotions (Laureate Education Inc 2009b)

Although brains share these general characteristics individual brains differ in each area =learning differences (Rose and Meyer 2002)

Implications of Brain Research There are no ldquoregularrdquo studentsmdashdonrsquot miss subtle and

important qualities

ldquoThe modular organization of learning networks mean that each student brings a unique assortment of strengths weaknesses and preferences to schoolrdquo (Rose amp Meyer 2002)

These patterns vary across all three networks interact with teaching environment that can bring progress or frustration (Rose amp Meyer 2002)

The Start of UDL UDL started with UD architects being taught to make

buildings accessible for all at the design level and the realization that those options were good for all

CAST=Center for Applied Special Technology focused at first on fixing childrsquos learning differences but realized it is sometimes curriculum that has barriers to be fixed (Laureate Education Inc 2009a)

UDL applies universal design principle to curriculum

Curriculum Barrier Example=Textbook My physically disabled student canrsquot hold book or turn the

pages

My visually impaired student canrsquot see text

My dyslexic student canrsquot read the text

Can we change any of these students so they can read the textbook

Solution Change the material not the child (Laureate Education Inc 2009a)

Principles of UDLUDL =Maximize learning for ALL students based on knowledge of

learning differences (CAST 2009)

The ldquoWhatrdquo of Learning Present information and content in different ways (assists recognition network)

The ldquoHowrdquo of Learning Differentiate the ways that students can express what they know (assists strategic network)

The ldquoWhyrdquo of Learning Stimulate interest and motivation for learning (CAST 2010) Providing opportunities to engage in learning that interests your students will motivate them to learn (Scigliano amp Hipsky 2008 p 35) (assists affective network)

The ldquoWhatrdquo Dan is a seven-year-old boy with Down Syndrome

He has very basic reading skills He knows his alphabet and can decode simple words Ms Lindhall his teacher who has a degree in general education decides to have Dan try a universally designed Digital Picture Book Eventually supports will be withdrawn so that Dan can read the book independently as many of his peers do (Advocacy Institute 2010)

The ldquoHowrdquoIn Ms Garciarsquos 6th-grade classroom students are asked to become experts on ancient Mesopotamia and share their knowledge with the class

Students work in groups and individually write newspaper articles write direct and film television news programs perform puppet shows and plays create posters or write research papers then presented their work to the class Providing choices in expression gives students more opportunity and incentive to develop expert products thereby becoming more active as learners (Advocacy Institute 2010)

The ldquoWhyrdquo of Learning Mrs Andersonrsquos interest inventory

Mrs Anderson discovered that many of her students were interested in rocket launching so for her nonfiction unit in English she picked out books that would pique their interest like Homer HickamrsquosOctober Sky

Donrsquot We Already Have RTIRTI UDL makes educational decisions

based on an at-risk students success or failure during specialized intervention

a process for making curriculum design decisions to maximize success in the general curriculum

BOTH AGREEbullpoor achievement does not necessarily reflect disability but rather may also reflect poor instruction

bullcurriculum that is effective for one student may not be effective for another student

bullassessment should inform instruction and intervention and consider once-a-year test scores insufficient

bullUDL framework may be able to support more effective decision-making within RTI which remains a significant challenge in RTI(Strangeman Hitchcock Hall amp Meo et al 2006)

How Will This Help Our Students All students experience success from curriculum

modifications---curb cuts (Meo 2008)

Better GradesTest Scores=Poor performance may reflect curriculum disability rather than student disability UDL helps change the curriculum at the design level

Identify and minimize barriers in the general education curriculum that might undermine student performance and increase the number of students selected for targeted intervention (Strangeman Hitchcock Hall amp Meo et al 2006)

What Makes UDL PossibleDigital technology makes UDL curriculum

solutions possible

Technology offers the flexibility ldquoupfrontrdquo that is needed when addressing studentsrsquo diverse learning needs (Montgomery Schools 2010)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

Implications of Brain Research There are no ldquoregularrdquo studentsmdashdonrsquot miss subtle and

important qualities

ldquoThe modular organization of learning networks mean that each student brings a unique assortment of strengths weaknesses and preferences to schoolrdquo (Rose amp Meyer 2002)

These patterns vary across all three networks interact with teaching environment that can bring progress or frustration (Rose amp Meyer 2002)

The Start of UDL UDL started with UD architects being taught to make

buildings accessible for all at the design level and the realization that those options were good for all

CAST=Center for Applied Special Technology focused at first on fixing childrsquos learning differences but realized it is sometimes curriculum that has barriers to be fixed (Laureate Education Inc 2009a)

UDL applies universal design principle to curriculum

Curriculum Barrier Example=Textbook My physically disabled student canrsquot hold book or turn the

pages

My visually impaired student canrsquot see text

My dyslexic student canrsquot read the text

Can we change any of these students so they can read the textbook

Solution Change the material not the child (Laureate Education Inc 2009a)

Principles of UDLUDL =Maximize learning for ALL students based on knowledge of

learning differences (CAST 2009)

The ldquoWhatrdquo of Learning Present information and content in different ways (assists recognition network)

The ldquoHowrdquo of Learning Differentiate the ways that students can express what they know (assists strategic network)

The ldquoWhyrdquo of Learning Stimulate interest and motivation for learning (CAST 2010) Providing opportunities to engage in learning that interests your students will motivate them to learn (Scigliano amp Hipsky 2008 p 35) (assists affective network)

The ldquoWhatrdquo Dan is a seven-year-old boy with Down Syndrome

He has very basic reading skills He knows his alphabet and can decode simple words Ms Lindhall his teacher who has a degree in general education decides to have Dan try a universally designed Digital Picture Book Eventually supports will be withdrawn so that Dan can read the book independently as many of his peers do (Advocacy Institute 2010)

The ldquoHowrdquoIn Ms Garciarsquos 6th-grade classroom students are asked to become experts on ancient Mesopotamia and share their knowledge with the class

Students work in groups and individually write newspaper articles write direct and film television news programs perform puppet shows and plays create posters or write research papers then presented their work to the class Providing choices in expression gives students more opportunity and incentive to develop expert products thereby becoming more active as learners (Advocacy Institute 2010)

The ldquoWhyrdquo of Learning Mrs Andersonrsquos interest inventory

Mrs Anderson discovered that many of her students were interested in rocket launching so for her nonfiction unit in English she picked out books that would pique their interest like Homer HickamrsquosOctober Sky

Donrsquot We Already Have RTIRTI UDL makes educational decisions

based on an at-risk students success or failure during specialized intervention

a process for making curriculum design decisions to maximize success in the general curriculum

BOTH AGREEbullpoor achievement does not necessarily reflect disability but rather may also reflect poor instruction

bullcurriculum that is effective for one student may not be effective for another student

bullassessment should inform instruction and intervention and consider once-a-year test scores insufficient

bullUDL framework may be able to support more effective decision-making within RTI which remains a significant challenge in RTI(Strangeman Hitchcock Hall amp Meo et al 2006)

How Will This Help Our Students All students experience success from curriculum

modifications---curb cuts (Meo 2008)

Better GradesTest Scores=Poor performance may reflect curriculum disability rather than student disability UDL helps change the curriculum at the design level

Identify and minimize barriers in the general education curriculum that might undermine student performance and increase the number of students selected for targeted intervention (Strangeman Hitchcock Hall amp Meo et al 2006)

What Makes UDL PossibleDigital technology makes UDL curriculum

solutions possible

Technology offers the flexibility ldquoupfrontrdquo that is needed when addressing studentsrsquo diverse learning needs (Montgomery Schools 2010)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

The Start of UDL UDL started with UD architects being taught to make

buildings accessible for all at the design level and the realization that those options were good for all

CAST=Center for Applied Special Technology focused at first on fixing childrsquos learning differences but realized it is sometimes curriculum that has barriers to be fixed (Laureate Education Inc 2009a)

UDL applies universal design principle to curriculum

Curriculum Barrier Example=Textbook My physically disabled student canrsquot hold book or turn the

pages

My visually impaired student canrsquot see text

My dyslexic student canrsquot read the text

Can we change any of these students so they can read the textbook

Solution Change the material not the child (Laureate Education Inc 2009a)

Principles of UDLUDL =Maximize learning for ALL students based on knowledge of

learning differences (CAST 2009)

The ldquoWhatrdquo of Learning Present information and content in different ways (assists recognition network)

The ldquoHowrdquo of Learning Differentiate the ways that students can express what they know (assists strategic network)

The ldquoWhyrdquo of Learning Stimulate interest and motivation for learning (CAST 2010) Providing opportunities to engage in learning that interests your students will motivate them to learn (Scigliano amp Hipsky 2008 p 35) (assists affective network)

The ldquoWhatrdquo Dan is a seven-year-old boy with Down Syndrome

He has very basic reading skills He knows his alphabet and can decode simple words Ms Lindhall his teacher who has a degree in general education decides to have Dan try a universally designed Digital Picture Book Eventually supports will be withdrawn so that Dan can read the book independently as many of his peers do (Advocacy Institute 2010)

The ldquoHowrdquoIn Ms Garciarsquos 6th-grade classroom students are asked to become experts on ancient Mesopotamia and share their knowledge with the class

Students work in groups and individually write newspaper articles write direct and film television news programs perform puppet shows and plays create posters or write research papers then presented their work to the class Providing choices in expression gives students more opportunity and incentive to develop expert products thereby becoming more active as learners (Advocacy Institute 2010)

The ldquoWhyrdquo of Learning Mrs Andersonrsquos interest inventory

Mrs Anderson discovered that many of her students were interested in rocket launching so for her nonfiction unit in English she picked out books that would pique their interest like Homer HickamrsquosOctober Sky

Donrsquot We Already Have RTIRTI UDL makes educational decisions

based on an at-risk students success or failure during specialized intervention

a process for making curriculum design decisions to maximize success in the general curriculum

BOTH AGREEbullpoor achievement does not necessarily reflect disability but rather may also reflect poor instruction

bullcurriculum that is effective for one student may not be effective for another student

bullassessment should inform instruction and intervention and consider once-a-year test scores insufficient

bullUDL framework may be able to support more effective decision-making within RTI which remains a significant challenge in RTI(Strangeman Hitchcock Hall amp Meo et al 2006)

How Will This Help Our Students All students experience success from curriculum

modifications---curb cuts (Meo 2008)

Better GradesTest Scores=Poor performance may reflect curriculum disability rather than student disability UDL helps change the curriculum at the design level

Identify and minimize barriers in the general education curriculum that might undermine student performance and increase the number of students selected for targeted intervention (Strangeman Hitchcock Hall amp Meo et al 2006)

What Makes UDL PossibleDigital technology makes UDL curriculum

solutions possible

Technology offers the flexibility ldquoupfrontrdquo that is needed when addressing studentsrsquo diverse learning needs (Montgomery Schools 2010)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

Curriculum Barrier Example=Textbook My physically disabled student canrsquot hold book or turn the

pages

My visually impaired student canrsquot see text

My dyslexic student canrsquot read the text

Can we change any of these students so they can read the textbook

Solution Change the material not the child (Laureate Education Inc 2009a)

Principles of UDLUDL =Maximize learning for ALL students based on knowledge of

learning differences (CAST 2009)

The ldquoWhatrdquo of Learning Present information and content in different ways (assists recognition network)

The ldquoHowrdquo of Learning Differentiate the ways that students can express what they know (assists strategic network)

The ldquoWhyrdquo of Learning Stimulate interest and motivation for learning (CAST 2010) Providing opportunities to engage in learning that interests your students will motivate them to learn (Scigliano amp Hipsky 2008 p 35) (assists affective network)

The ldquoWhatrdquo Dan is a seven-year-old boy with Down Syndrome

He has very basic reading skills He knows his alphabet and can decode simple words Ms Lindhall his teacher who has a degree in general education decides to have Dan try a universally designed Digital Picture Book Eventually supports will be withdrawn so that Dan can read the book independently as many of his peers do (Advocacy Institute 2010)

The ldquoHowrdquoIn Ms Garciarsquos 6th-grade classroom students are asked to become experts on ancient Mesopotamia and share their knowledge with the class

Students work in groups and individually write newspaper articles write direct and film television news programs perform puppet shows and plays create posters or write research papers then presented their work to the class Providing choices in expression gives students more opportunity and incentive to develop expert products thereby becoming more active as learners (Advocacy Institute 2010)

The ldquoWhyrdquo of Learning Mrs Andersonrsquos interest inventory

Mrs Anderson discovered that many of her students were interested in rocket launching so for her nonfiction unit in English she picked out books that would pique their interest like Homer HickamrsquosOctober Sky

Donrsquot We Already Have RTIRTI UDL makes educational decisions

based on an at-risk students success or failure during specialized intervention

a process for making curriculum design decisions to maximize success in the general curriculum

BOTH AGREEbullpoor achievement does not necessarily reflect disability but rather may also reflect poor instruction

bullcurriculum that is effective for one student may not be effective for another student

bullassessment should inform instruction and intervention and consider once-a-year test scores insufficient

bullUDL framework may be able to support more effective decision-making within RTI which remains a significant challenge in RTI(Strangeman Hitchcock Hall amp Meo et al 2006)

How Will This Help Our Students All students experience success from curriculum

modifications---curb cuts (Meo 2008)

Better GradesTest Scores=Poor performance may reflect curriculum disability rather than student disability UDL helps change the curriculum at the design level

Identify and minimize barriers in the general education curriculum that might undermine student performance and increase the number of students selected for targeted intervention (Strangeman Hitchcock Hall amp Meo et al 2006)

What Makes UDL PossibleDigital technology makes UDL curriculum

solutions possible

Technology offers the flexibility ldquoupfrontrdquo that is needed when addressing studentsrsquo diverse learning needs (Montgomery Schools 2010)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

Principles of UDLUDL =Maximize learning for ALL students based on knowledge of

learning differences (CAST 2009)

The ldquoWhatrdquo of Learning Present information and content in different ways (assists recognition network)

The ldquoHowrdquo of Learning Differentiate the ways that students can express what they know (assists strategic network)

The ldquoWhyrdquo of Learning Stimulate interest and motivation for learning (CAST 2010) Providing opportunities to engage in learning that interests your students will motivate them to learn (Scigliano amp Hipsky 2008 p 35) (assists affective network)

The ldquoWhatrdquo Dan is a seven-year-old boy with Down Syndrome

He has very basic reading skills He knows his alphabet and can decode simple words Ms Lindhall his teacher who has a degree in general education decides to have Dan try a universally designed Digital Picture Book Eventually supports will be withdrawn so that Dan can read the book independently as many of his peers do (Advocacy Institute 2010)

The ldquoHowrdquoIn Ms Garciarsquos 6th-grade classroom students are asked to become experts on ancient Mesopotamia and share their knowledge with the class

Students work in groups and individually write newspaper articles write direct and film television news programs perform puppet shows and plays create posters or write research papers then presented their work to the class Providing choices in expression gives students more opportunity and incentive to develop expert products thereby becoming more active as learners (Advocacy Institute 2010)

The ldquoWhyrdquo of Learning Mrs Andersonrsquos interest inventory

Mrs Anderson discovered that many of her students were interested in rocket launching so for her nonfiction unit in English she picked out books that would pique their interest like Homer HickamrsquosOctober Sky

Donrsquot We Already Have RTIRTI UDL makes educational decisions

based on an at-risk students success or failure during specialized intervention

a process for making curriculum design decisions to maximize success in the general curriculum

BOTH AGREEbullpoor achievement does not necessarily reflect disability but rather may also reflect poor instruction

bullcurriculum that is effective for one student may not be effective for another student

bullassessment should inform instruction and intervention and consider once-a-year test scores insufficient

bullUDL framework may be able to support more effective decision-making within RTI which remains a significant challenge in RTI(Strangeman Hitchcock Hall amp Meo et al 2006)

How Will This Help Our Students All students experience success from curriculum

modifications---curb cuts (Meo 2008)

Better GradesTest Scores=Poor performance may reflect curriculum disability rather than student disability UDL helps change the curriculum at the design level

Identify and minimize barriers in the general education curriculum that might undermine student performance and increase the number of students selected for targeted intervention (Strangeman Hitchcock Hall amp Meo et al 2006)

What Makes UDL PossibleDigital technology makes UDL curriculum

solutions possible

Technology offers the flexibility ldquoupfrontrdquo that is needed when addressing studentsrsquo diverse learning needs (Montgomery Schools 2010)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

The ldquoWhatrdquo Dan is a seven-year-old boy with Down Syndrome

He has very basic reading skills He knows his alphabet and can decode simple words Ms Lindhall his teacher who has a degree in general education decides to have Dan try a universally designed Digital Picture Book Eventually supports will be withdrawn so that Dan can read the book independently as many of his peers do (Advocacy Institute 2010)

The ldquoHowrdquoIn Ms Garciarsquos 6th-grade classroom students are asked to become experts on ancient Mesopotamia and share their knowledge with the class

Students work in groups and individually write newspaper articles write direct and film television news programs perform puppet shows and plays create posters or write research papers then presented their work to the class Providing choices in expression gives students more opportunity and incentive to develop expert products thereby becoming more active as learners (Advocacy Institute 2010)

The ldquoWhyrdquo of Learning Mrs Andersonrsquos interest inventory

Mrs Anderson discovered that many of her students were interested in rocket launching so for her nonfiction unit in English she picked out books that would pique their interest like Homer HickamrsquosOctober Sky

Donrsquot We Already Have RTIRTI UDL makes educational decisions

based on an at-risk students success or failure during specialized intervention

a process for making curriculum design decisions to maximize success in the general curriculum

BOTH AGREEbullpoor achievement does not necessarily reflect disability but rather may also reflect poor instruction

bullcurriculum that is effective for one student may not be effective for another student

bullassessment should inform instruction and intervention and consider once-a-year test scores insufficient

bullUDL framework may be able to support more effective decision-making within RTI which remains a significant challenge in RTI(Strangeman Hitchcock Hall amp Meo et al 2006)

How Will This Help Our Students All students experience success from curriculum

modifications---curb cuts (Meo 2008)

Better GradesTest Scores=Poor performance may reflect curriculum disability rather than student disability UDL helps change the curriculum at the design level

Identify and minimize barriers in the general education curriculum that might undermine student performance and increase the number of students selected for targeted intervention (Strangeman Hitchcock Hall amp Meo et al 2006)

What Makes UDL PossibleDigital technology makes UDL curriculum

solutions possible

Technology offers the flexibility ldquoupfrontrdquo that is needed when addressing studentsrsquo diverse learning needs (Montgomery Schools 2010)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

The ldquoHowrdquoIn Ms Garciarsquos 6th-grade classroom students are asked to become experts on ancient Mesopotamia and share their knowledge with the class

Students work in groups and individually write newspaper articles write direct and film television news programs perform puppet shows and plays create posters or write research papers then presented their work to the class Providing choices in expression gives students more opportunity and incentive to develop expert products thereby becoming more active as learners (Advocacy Institute 2010)

The ldquoWhyrdquo of Learning Mrs Andersonrsquos interest inventory

Mrs Anderson discovered that many of her students were interested in rocket launching so for her nonfiction unit in English she picked out books that would pique their interest like Homer HickamrsquosOctober Sky

Donrsquot We Already Have RTIRTI UDL makes educational decisions

based on an at-risk students success or failure during specialized intervention

a process for making curriculum design decisions to maximize success in the general curriculum

BOTH AGREEbullpoor achievement does not necessarily reflect disability but rather may also reflect poor instruction

bullcurriculum that is effective for one student may not be effective for another student

bullassessment should inform instruction and intervention and consider once-a-year test scores insufficient

bullUDL framework may be able to support more effective decision-making within RTI which remains a significant challenge in RTI(Strangeman Hitchcock Hall amp Meo et al 2006)

How Will This Help Our Students All students experience success from curriculum

modifications---curb cuts (Meo 2008)

Better GradesTest Scores=Poor performance may reflect curriculum disability rather than student disability UDL helps change the curriculum at the design level

Identify and minimize barriers in the general education curriculum that might undermine student performance and increase the number of students selected for targeted intervention (Strangeman Hitchcock Hall amp Meo et al 2006)

What Makes UDL PossibleDigital technology makes UDL curriculum

solutions possible

Technology offers the flexibility ldquoupfrontrdquo that is needed when addressing studentsrsquo diverse learning needs (Montgomery Schools 2010)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

The ldquoWhyrdquo of Learning Mrs Andersonrsquos interest inventory

Mrs Anderson discovered that many of her students were interested in rocket launching so for her nonfiction unit in English she picked out books that would pique their interest like Homer HickamrsquosOctober Sky

Donrsquot We Already Have RTIRTI UDL makes educational decisions

based on an at-risk students success or failure during specialized intervention

a process for making curriculum design decisions to maximize success in the general curriculum

BOTH AGREEbullpoor achievement does not necessarily reflect disability but rather may also reflect poor instruction

bullcurriculum that is effective for one student may not be effective for another student

bullassessment should inform instruction and intervention and consider once-a-year test scores insufficient

bullUDL framework may be able to support more effective decision-making within RTI which remains a significant challenge in RTI(Strangeman Hitchcock Hall amp Meo et al 2006)

How Will This Help Our Students All students experience success from curriculum

modifications---curb cuts (Meo 2008)

Better GradesTest Scores=Poor performance may reflect curriculum disability rather than student disability UDL helps change the curriculum at the design level

Identify and minimize barriers in the general education curriculum that might undermine student performance and increase the number of students selected for targeted intervention (Strangeman Hitchcock Hall amp Meo et al 2006)

What Makes UDL PossibleDigital technology makes UDL curriculum

solutions possible

Technology offers the flexibility ldquoupfrontrdquo that is needed when addressing studentsrsquo diverse learning needs (Montgomery Schools 2010)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

Donrsquot We Already Have RTIRTI UDL makes educational decisions

based on an at-risk students success or failure during specialized intervention

a process for making curriculum design decisions to maximize success in the general curriculum

BOTH AGREEbullpoor achievement does not necessarily reflect disability but rather may also reflect poor instruction

bullcurriculum that is effective for one student may not be effective for another student

bullassessment should inform instruction and intervention and consider once-a-year test scores insufficient

bullUDL framework may be able to support more effective decision-making within RTI which remains a significant challenge in RTI(Strangeman Hitchcock Hall amp Meo et al 2006)

How Will This Help Our Students All students experience success from curriculum

modifications---curb cuts (Meo 2008)

Better GradesTest Scores=Poor performance may reflect curriculum disability rather than student disability UDL helps change the curriculum at the design level

Identify and minimize barriers in the general education curriculum that might undermine student performance and increase the number of students selected for targeted intervention (Strangeman Hitchcock Hall amp Meo et al 2006)

What Makes UDL PossibleDigital technology makes UDL curriculum

solutions possible

Technology offers the flexibility ldquoupfrontrdquo that is needed when addressing studentsrsquo diverse learning needs (Montgomery Schools 2010)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

How Will This Help Our Students All students experience success from curriculum

modifications---curb cuts (Meo 2008)

Better GradesTest Scores=Poor performance may reflect curriculum disability rather than student disability UDL helps change the curriculum at the design level

Identify and minimize barriers in the general education curriculum that might undermine student performance and increase the number of students selected for targeted intervention (Strangeman Hitchcock Hall amp Meo et al 2006)

What Makes UDL PossibleDigital technology makes UDL curriculum

solutions possible

Technology offers the flexibility ldquoupfrontrdquo that is needed when addressing studentsrsquo diverse learning needs (Montgomery Schools 2010)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

What Makes UDL PossibleDigital technology makes UDL curriculum

solutions possible

Technology offers the flexibility ldquoupfrontrdquo that is needed when addressing studentsrsquo diverse learning needs (Montgomery Schools 2010)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

How Can Technology Help with UDL In a book everything is fixed

With technology digital media offers flexibility in the display of content (Laureate Education Inc 2009a)

Digital mediaThe following examples are all FREE Example a digital book allows students to take responsibility

for their own learning by allowing them to highlight words enlarge text type

A range of media formats and response options are used so that a students knowledge and skills are not confounded by his or her aptitude with the medium (Strangeman Hitchcock Hall amp Meo et al 2006)

CAST Online ToolsFreeUDL Book Builder trade

Launched 08242009Enables educators to develop their own digital books to support reading instruction literacy learning Grades All Grades

UDL Curriculum Self-Check trade

Helps educators build options and flexibility into each element of the curriculum in order to reach and engage all students Grades All Grades

UDL Lesson Builder trade

Helps educators to design lessonsunits of study to meet the diverse learning challenges skills and background of students in todays classrooms GradesAll Grades

Science Writer

A web-based writing tool that supports all students in the science report-writing process

Strategy Tutor trade

Publicized by Google around the world Strategy Tutor supports students and teachers doing reading and research on the Internet Grades 5 and up

UDL Editions trade

Publicized by Google around the world UDL Editions is a model for presenting classic texts from world literature in a flexible online interface with just-in-time individualized supports for struggling and expert readers alike Grades 5 and up

Teaching Every Student

Explains and exemplifies Universal Design for Learning and its classroom applications Also provides activities model lessons and toolkits to support educators Grades All Grades (CAST 2009)

ReferencesAdvocacy Institute Universal Design for Learning Retrieved November 21 2010 from httpwwwadvocacyinstituteorgUDL

Center for Applied Special Technology (2009) UDL guidelines version 10 Retrieved November 21 2010 from httpwwwudlcenterorgaboutudludlguidelines

Laureate Education Inc (2009a) Universal design for learning [Motion Picture] Reaching and Engaging All Learners Through Technology Baltimore Author

Laureate Education Inc (2009b) Brain research and UDL [Motion Picture] Reaching and Engaging All Learners Through Technology Baltimore Author

Meo G (2008) Curriculum planning for all learners Applying universal design for learning (UDL) to a high school reading comprehension program Preventing School Failure 52(2) 21ndash30

Montgomery Schools (2010) Universal Design for Learning (UDL) FAQs Retrieved November 26 2010 from wwwmontgomeryschoolsmdorg Universal20Design20for20Learning20FAQsdoc

Rose D amp Meyer A (2002) Teaching every student in the digital age Universal design for learning Retrieved from httpwwwcastorgteachingeverystudentideastes

Scigliano D amp Hipsky S (2010) Three ring circus of differentiated instruction Kappa Delta Pi Record 46(2) 82-86

Strangeman Hitchcock Hall amp Meo et al (2006) Response-to-instruction and universal design for learning How might they intersect in the general education classroom LD Online Retrieved November 21 2010 from httpwwwldonlineorgarticle13002

Turnitin Originality Report APP4 by Tonia SwinehartFrom Week Four (6714D-2) Processed on 11-26-10 1013 PM CST ID 160836553 Word Count 1180

Similarity Index60Similarity by SourceInternet Sources 53 Publications 6 Student Papers 30

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