Universal Design Differentiation Accommodations

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Universal Design DifferentiationAccommodations

• Enabling students with learning disabilities to
  access the general curriculum

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Todays Topics

• Universal Design defined
• Three Types of Supports
• Planning for all LearnersFour Steps
• Assessment Activity Possibilities
• Planning Questions
• Accommodations

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To progress in learning standards, students with
exceptionalities need three things

• Instruction provided by content-expert teachers
  who know how to differentiate instruction for
  diverse learners
• Appropriate accommodations to help students
  access curricular content
• IEPs which are developed to ensure the provision
  of specialized instruction

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Universal Design Differentiated Instruction
Accommodations

• Universal Design recognizes that there is no such
  thing as a homogenous classroom.
• Each and every student learns in different ways,
  meaning teaching and learning needs vary greatly
  within a single classroom.
• Universal design combines differentiated
  instruction (for all) with accommodations (for
  all), aimed at maximizing learning for all
  students.

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Universal Design

• A method for developing instruction and
  assessment to ensure access by all students,
  regardless of ability or disability
• Based on research from neurosciences and
  effective teaching practices
• Universal Design is not just about using
  technology

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Universal Design

• Key Word Accessibility
• www.cast.org
• Universal Design for Learning (UDL) toolkits
• Planning for All Learners (PAL)
• www.cec.sped.org
• www.k8accesscenter.org./

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UDL Emphasizes Providing Flexibility

• UDL means providing flexibility in
• Presentation of information
• Ways students demonstrate knowledge
• Content of lessons and assignments, including
  providing diversity and choice
• Built-in flexibility means greater accessibility
  and less need for individualized accommodations
  for students with disabilities

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An Example of an UDL lesson Developing Reading
Comprehension

• Traditional
• Assign passage for individual silent reading
• Whole-class discussion
• Write answers to comprehension Qs
• Multiple-choice or short-answer test

• Universal Design
• Show text on overhead, tell purpose for reading,
  model strategies
• Review the think-aloud
• Complete think-aloud with a partner
• Choose recording method
• Share with class

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Universal Design Three Types of Supports

• Recognition Supports
• Provide multiple examples
• Highlight critical features
• Provide multiple media and formats
• Support background context
• Move from abstract to concrete
• Provide materials that enable students to work in
  their zone of proximal development

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Universal Design Three Types of Supports

• Strategic Supports
• Models of skilled performance
• Opportunity to practice with supports
• Ongoing, relevant feedback
• Flexible opportunities for demonstrating skill

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Universal Design Three Types of Supports

• Affective Supports
• Choices of content and tools
• Adjustable levels of challenge
• Choices of learning context
• Choices of rewards

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Planning for All LearnersFour Steps

• Set Goals
• Establish context
• Align to standards
• Analyze Status
• Identify methods, materials, and assessments
• Identify barriers (those methods and materials
  that can lead to missed opportunities for some
  students)

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Planning for All LearnersFour Steps

• Apply UDL
• Identify UDL materials and methods
• Write UDL plan
• Collect and organize materials
• Teach UDL lesson
• Teach lesson
• Evaluate success
• Revise lesson/unit

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An example of how UDL uses differentiated
instruction Vocabulary

• Traditional approach
• Students define vocabulary words prior to reading
  chapter
• Students use reading to create sentences using
  vocabulary
• Give students quiz on vocabulary definitions

• UDL Approach
• Teacher identifies Tier 2 words
• Teacher provides and discusses student-friendly
  definitions of words
• Students link different words to themes in
  reading
• Pair Share Students create own sentences with
  their assigned words
• Assess with variety of activities

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Assessment Activity Possibilities

• Kinesthetic
• Demonstration
• Diorama
• Display
• Dramatization
• Experiment
• Map
• Model

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Assessment Activity Possibilities

• Oral
• Audio tape recording
• Debate
• Documentary
• Mock interview
• Oral report
• Radio commentary
• Small group discussion

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Assessment Activity Possibilities

• Visual
• Brochure
• Cross section
• Flow chart
• Graph
• Information table
• Poster
• Time line

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Assessment Activity Possibilities

• Written
• Booklet
• Critique
• Dictionary
• Editorial
• News report
• Research report
• Descriptive essay

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Questions to Think About When Planning UDL

• What are the students strengths and needs?
• How do the students needs affect the achievement
  of grade-level standards?
• What specialized instruction (e.g., learning
  strategies, organizational skills, reading
  skills) do the students need ?
• What accommodations will increase student access
  to instruction and assessment?

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Standard/IndicatorLearning Goal
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UDL Includes Differentiated Instruction

• Differentiated instruction enables the teaching
  and learning of students with widely varied
  abilities in the same class.
• The intent is to maximize each students growth
  by meeting the student where he or she is at in
  the learning process.

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Differentiated Instruction Content

• A variety of elements and materials are used to
  support instruction content. Access to the
  content is key.
• Tasks and objectives are aligned to the learning
  goals.
• Instruction is concept-focused and
  principle-driven. Instructional concepts are
  broad based and degree of complexity is adjusted
  to suit diverse learners.

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Differentiated Instruction Process

• Use flexible groupings.
• Emphasize effective classroom management,
  including organizational and instructional
  delivery systems.

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Most effective instructional components for LD
students

• Teach Strategies
• Small interactive group instruction (e.g.,
  cooperative learning)
• Modeling of problem-solving steps by teacher
• Segmentation and sequencing
• Directed questioning and responses
• Limit the difficulty or processing demands of the
  task
• Drill-repetition practice
• Use graphic organizers, use technology
• Short, carefully planned homework assignments

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Differentiated Instruction Products

• Assess where students are starting. Conduct
  on-going assessment of growth.
• Tasks need to be interesting, engaging, and
  accessible.
• Vary expectations and requirements for student
  responses, including varying degrees of
  difficulty, types of evaluation, and scoring.

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An example of assignments in differentiated
instruction

• Teaching density in science class
• (using a 3 tier approach to assignments)
• Tier A asks students to design a cargo boat
• Tier B asks students to float an egg
• Tier C asks students to show which has more
  density a can of Coke or a can of Diet Coke
• For more examples of differentiating curriculum
  http//www.ascd.org/ed_topics/cu2000win_willis.htm
  l

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UDL requires balancing of instruction and
accommodations

• Not all students can quickly master the
  strategies that allow for more independencethey
  will need more accommodations for a longer time
• Remember that all students will need
  accommodations sometimes
• UDL builds accommodations into the lesson plan
  up-front, not as an add-on

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Example Note Taking

• Typical Add-on Accommodations
• Have faculty provide copies of their lectures
• Allow students to tape lectures
• Provide students with a note-taker
• UDL
• Provide information in non-lecture format
• Provide differentiated instruction on note-taking
  for all
• Provide guided practice for all
• Provide cues when to apply

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Example Note Taking

• Strategy instruction
• Guided notes
• Strategic notes
• Brick and Mortar notes
• Three-column notes
• Newspaper notes
• Power Notes
• Taught flexibly and in combination

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Accommodations are tools and procedures

• in the areas of
• presentation,
• response,
• timing/scheduling, and
• setting
• that provide equitable access to instruction and
  assessment for students with disabilities.

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Accommodations as a part of UDL

• Considering the types of accommodations can give
  ideas as to how to provide flexibility in the way
  material is presented or assessed in a UDL
  lesson.

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Presentation Accommodations

• What are Presentation Accommodations?
• Presentation accommodations allow students to
  access instruction and assessments in ways that
  do not require them to visually read standard
  print. These additional modes of access include
  visual, tactile, auditory, and a combination of
  visual and auditory.

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Examples of Presentation Accommodations

• Visual Cues
• Notes, Outlines
• Large Print
• Signing
• Tactile Graphics
• Reader

• Audio Tape
• Amplification
• Video Tape
• Synthetic Speech Screen Reader
• Closed Captioning

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Response Accommodations

• What are Response Accommodations?
• Response accommodations allow students to
  complete assignments, assessments, and activities
  in different ways or to solve or organize
  problems using some type of assistive device or
  organizer.

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Examples of Response Accommodations

• Scribe
• Word Processor
• Speech to Text
• Tape Recorder
• Respond on Assessment Booklet
• Monitor Assessment Response Placement

• Calculator
• Spell Check
• Visual Organizer (highlighter, place marker,
  etc.)
• Graphic Organizer

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Timing and Scheduling Accommodations

• What are Timing and Scheduling Accommodations?
• Timing and scheduling accommodations change the
  allowable length of time to complete assignments,
  assessments, and activities, and may also change
  the way the time is organized.

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Examples of Timing and Scheduling Accommodations

• Extended Time
• Frequent Breaks
• Change schedule or order of activities
• Divide long assignments
• (Remember that some students do worse if they
  are given too much extra time.)

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Setting Accommodations

• What are Setting Accommodations?
• Setting accommodations change the location or the
  conditions of an instructional or assessment
  setting. Students may be allowed to sit in a
  different location than the majority of students
  in order to reduce distractions to themselves or
  others, or to increase physical access or access
  to special equipment.

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Examples of Setting Accommodations

• Reduce distractions to the student
• Reduce distractions to other students
• Change location to use special equipment
• Computer access
• More work space
• Standing work station
• Wheelchair accessibility

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Universal Design for Learning

• In UDL terms consider flexibility in
• Recognition,
• Strategic, and
• Affective supports
• In special ed terms, consider
• Differentiated instruction
• Accommodations
• Access to general curriculum

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Deborah McVey Lawrence Public Schools dlmcvey_at_usd4
97.org
Funded with Federal IDEA Part B Funds through
KSDE Student Support Services