August 20 Expert Chat Transcript: Universal Design for Learnings
The following is a transcript from an online chat event facilitated by Dr. Elizabeth (Boo) Murray and Dr. Tracey Hall entitled “ Universal Design for Learning .” The chat, sponsored by The Access Center, took place on August 20, 2003 from 2 pm –3pm.
ChatMaster
On behalf of the Access Center, welcome to our third expert online chat
event. Today's topic will be Universal Design for Learning.
ChatMaster
We are extremely fortunate to have Dr. Tracey Hall and Dr. Elizabeth
(Boo) Murray from CAST facilitating this discussion.
ChatMaster
Dr. Tracey Hall is a Senior Research Scientist/Instructional Designer
at CAST. Her areas of specialization include alternative assessment
and instructional design grounded in effective teaching practices. She
has been a special education teacher and administrator in public schools
in Oregon. Dr. Hall received her Ph.D. in Special Education at the University
of Oregon.
ChatMaster
Dr. Boo Murray is a software developer at CAST with a background in
occupational therapy. She has also worked as an elementary teacher and
a special education teacher in the Philadelphia Public Schools. Dr.
Murray received her doctorate in Therapeutic Studies from Boston University.
ChatMaster
Dr. Hall and Dr. Murray will be online for the next hour to answer your
questions and facilitate a discussion on this very timely topic. Should
you experience any technical difficulties during the chat, feel free
to call our technical help line at 202-295-6906.
ChatMaster
We also recognize that because Digichat software is Java-based, it makes
the chat difficult to access for people using screenwriters. We are
currently investigating other chat software that is compatible with
screenreaders.
ChatMaster
And now I will hand the floor over to our experts.
BOO MURRAY Guest Expert
Welcome everyone. We're glad to be here.
TRACEY HALL Guest Expert
Universal Design for Learning (UDL) is a theoretical framework developed
by CAST to guide the development of curricula that are flexible and
supportive of all. The idea for UDL developed out of CAST’s reaction
to the universal design movement in architecture.
TRACEY HALL Guest Expert
Universal design calls for the design of structures that accommodate
the broadest possible swathe of users from the outset. Architects found
that by anticipating the needs of individuals with disabilities, universally
designed structures were not only more usable by these individuals but
in fact offered unforeseen benefits for all users.
TRACEY HALL Guest Expert
UDL calls for the design of curricula with the needs of all students
in mind, curricula that through their flexibility minimize the barriers
students encounter to accessing both information and learning. A UDL
curriculum is designed to be flexible so that it can adapt to the needs
of the student, rather than force the student to adapt to it.
TRACEY HALL Guest Expert
The UDL framework guides curriculum development in this direction by
means of 3 principles. These 3 principles parallel 3 fundamentally important
learning components and 3 distinct learning networks in the brain: recognition,
strategy, and affect.
1.Provide alternative formats for presenting information (multiple or
transformable accessible media).
2. Provide alternative means for action and expression (write, draw,
speak, switch, graphic org., etc.).
3. Provide alternative means for engagement (background knowledge, options,
challenge and support).
TRACEY HALL Guest Expert
The common recommendation of these 3 principles is to select goals,
materials and methods, and assessment in a way that will minimize barriers
and maximize flexibility. UDL framework structures the development of
curricula that fully support every student’s access, participation,
and progress in all 3 essential facets of learning.
TRACEY HALL Guest Expert
Do you have any questions?
Courtney Davis
What are the resources that need to be in place in order to implement
UDL?
BOO MURRAY Guest Expert
Resources for implementing: Awareness and understanding of the diverse
needs of learners. Flexible materials and teaching methods. Technology
of some sort is essential in education, from the textbook and pencil
and paper to the computer. It is much easier to provide appropriate
access with digital technologies because they have greater potential
for flexibility to meet the needs of more learners.
Kelly Branaman
Hello From Washington DC
Janet Graetz
Assessment is a critical issue. Do we see that new assessments are being
developed that are doing more than retrofitting past assessments?
TRACEY HALL Guest Expert
Hi Kelly - Welcome
Heidi Corwin
Hi Boo and Tracey, what can States and Districts do to assess whether
or not UDL would be a good fit?
BOO MURRAY Guest Expert
Regarding whether UDL is a good fit: If a lot of retrofitting is required
to meet the needs of students, especially those with disabilities, consider
using a UDL approach from the start. If the material is designed from
the start with diversity of learners in mind, there is a higher probability
of meeting the needs of those learners.
TRACEY HALL Guest Expert
Regarding assessments and change. Yes, there are many initiatives at
state and national levels focused exactly on that question. Building
in accessibility into assessment from the beginning versus a retrofit.
The state of Kentucky is a great example.
Muna Shami
Is there student outcome data available for UDL initiatives?
Cathy Pinson
When you say teaching methods and materials, what do you mean in terms
of methods?
Kelly Branaman
What is Kentucky using?
BOO MURRAY Guest Expert
Student outcome data: Not on a broad scale, we anticipate within the
next few years - yes. CAST does have some publications about UDL and
our work with students. We refer to the Access Center resources page
for this web chat and the CAST web page on publications It's at http://www.cast.org/udl/index.cfm?i=17.
TRACEY HALL Guest Expert
Regarding Assessment change - here are a few states and initiatives--CAST
is involved in a number of initiatives at the state and federal levels
conducting training and research on UDL. There are a number of states,
for example, Kentucky, Ohio, New York, Colorado, Indiana, Michigan,
Maine, that are implementing UDL at varying levels. Data samples are
small but continuing to grow. CAST is also conducting research as a
part of several initiatives to study the impact of instruction and UDL
tools to increase learner accessibility and outcomes in the curriculum.
BOO MURRAY Guest Expert
Student outcome: Most of our research to date has been with
improving literacy through embedded instruction, using digitized materials.
Susan Colchin
What is Ohio doing?
Kelly Branaman
Tracy... are you active in Davis county?
Kelly Branaman
in KY
TRACEY HALL Guest Expert
Susan, CAST has been working with a few school districts and a University
in Ohio. I'll get back to you with specific trainings and schools in
a moment, our Ohio expert left the room for a moment.
Frances Loose
Is there a particular personnel development design that you use/recommend
when a bldg/district is looking at implementing/enhancing UDL principles?
e.g., manageable ways for classroom teachers, etc. to collect and analyze
data to identify greatest needs and then short term impacts of intervention--to
determine whether you're on a logical road
TRACEY HALL Guest Expert
Kelly, I am not sure about the counties in KY. CAST has been involved
with bringing UDL to KY at the state level with the Dept. of Education
as well as the University of KY - ILSSS project.
TRACEY HALL Guest Expert
The University of KY project is ILSSA - sorry about that
Kelly Branaman
yes... thank you
Patti Barkin
Can you suggest digitized materials that are available commercially
for middle school math concepts? reading at elementary level?
Ina Woolman
Can you tell us about publishers, mainline or otherwise, who are incorporating
UDL principles and strategies in their commercial packages, or who offer
additional resources as needed?
Cathy Pinson
Can you tell us about the initiatives in Michigan?
BOO MURRAY Guest Expert
Personnel development design: It often depends on the school and the
resources available. We are currently working with two different groups
of teachers in two schools. One group has a great deal of experience
with computers and digital materials, while the other is just beginning.
We start with where they're comfortable. We have developed forms for
teachers to use to analyze their students and curriculum that help them
in making decisions. They're at http://www.cast.org/teachingeverystudent/ideas
/tes/chapter6.cfm. This also has a chapter from the Teaching Every
Student book that has a lot of suggestions for implementing UDL in the
classroom.
TRACEY HALL Guest Expert
Patti asked about digital materials in Math and here are some resources
to find digital materials, again, not exhaustive or exclusive. We have
a long way to go. Information on Obtaining Digital Materials on the
CAST web site http://www.cast.org/udl/index.cfm
Janet Graetz
Tracey, My question is similar to Ina's. What is happening with textbook
publishers? Are they aboard?
BOO MURRAY Guest Expert
Publishers: There is an OSEP Sponsored project -- the National File
Format. See www.cast.org/ncac/nff.
A mandate for the provision of accessible textbooks is included in the
reauthorization of IDEA.
TRACEY HALL Guest Expert
Sorry Cathy, we are not familiar with any initiatives regarding UDL
in Michigan. We do have some researchers working with Ann Marie Palenscar
at the University of Michigan on some literacy instruction with UDL
as well as some initial research in making Science content accessible.
Amanda Schwartz
What does state level planning look like? Does it target specific district
or populations? How is it used to address problems (i.e., global approach
versus targeting key areas)?
TRACEY HALL Guest Expert
Amanda, here are some suggestions about states and districts can do
to implement UDL. If a lot of retrofitting is required to meet the needs
of students, especially those with disabilities, consider using a UDL
approach from the start. If the material is designed from the start
with diversity of learners in mind, there is a higher probability of
meeting the needs of those learners. In addition, a UDL perspective
brings with it the power of foresight. For example, nearly &5% of
Special Education students are “high incidence” mild to moderately disabled
students – those with learning, attentional & mild to moderate sensory
disabilities. We know from experience and research that accommodations
like spellcheckers & word prediction, text-to-speech support for
digital text and portable word processors can benefit the majority of
these students. Providing these supports systemically (ideally for all
students) can help level the playing field.
BOO MURRAY Guest Expert
Digital materials for math: we have collected some online math resources
which you can find at http://www.cast.org/udl/index.cfm.
We've found many applets for math that help students "see"
and understand math concepts.
Frances Loose
Michigan: a subcommittee of our state advisory panel spent the 2001-2002
school year developing a document for the state board of ed. regarding
access to the general curriculum--what it meant, which certainly included
UDL, and preliminary recommendations. UDL has also been a focus at our
state CEC conference recently, We have an assistive technology grantee
who supports work in this area, and individual districts are trying
a variety of things, from very lo-tech to some who have the opportunity
to work with higher tech. options.
Janet Graetz
Tracey, how is funding provided to school districts to help with the
costs?
TRACEY HALL Guest Expert
The Access Center has placed an Annotated bibliography on line. You
may find some good information about State Initiatives in the Muller,
& Tschantz (2003) article. URL is coming next
BOO MURRAY Guest Expert
the URL for the Muller and Tschantz article is http://www.nasdse.org/publications/udl.pdf (PDF)
Patricia Belcher
Can you identify funding sources that might be tapped to purchase materials
in digital format for schools that can barely afford to purchase textbooks?
TRACEY HALL Guest Expert
Funding is always a challenge: In working with schools in our research
and practices, we have seen many creative ways to provide funding for
the implementation of UDL. One principal we have worked with on the
north shore in MA stated, “funding UDL is more an issue of realignment
of resources currently available” – Joe Sullivan, Principal, Gloucester
High.
TRACEY HALL Guest Expert
Regarding allocation of resources a little more information. Allocation
of resources in personnel is a consideration. Same person –different
task; For example, in Concord New Hampshire, a paraprofessional hired
to as a one-to one aide for a student with disabilities, was found to
have great skills and comfort level with technology. The school decided
to reconfigure the job description for this person to scan and make
digital materials available not only for the student with whom she worked,
but many students who could benefit from the digital resource.
Patricia Belcher
I was actually thinking along the lines of foundation or grant monies.
Judy Shanley
I had an opportunity to visit some schools in MA that were implementing
UDL practices...what surprised me was the range of tools that were being
used -- high tech to low tech. Teachers developed paper graphic organizers,
used highlighters, tape recorders -- all common materials within a building.
Tracey and Boo -- can you talk a little more about some of these low
tech - and low cost UDL tools?
BOO MURRAY Guest Expert
Digital materials: There needs to be a combination of funding
from general education textbook procurement sources and special education.
If a state has instructional materials funds, that would be a good use
of them. Also, there are numerous online sources for public domain materials.
Amanda Schwartz
In the Concord example, how can this kind of use be justified if the
one-to-one support is specified in the IEP?
BOO MURRAY Guest Expert
In Concord, the person was not specified as a one-to-one aide.
TRACEY HALL Guest Expert
Patricia, Foundation funding, your best bet is to look for
local foundations that support initiatives in your area.
BOO MURRAY Guest Expert
Oops. The Concord aide was described as one-to-one in error. This was
before Tracey's time. It is an issue in general in IEPS. I've consulted
with districts that do not as a rule hire one-to-one. They explain to
parents that the child can be better included if the aide is free to
work with groups of children instead of focusing on just one.
Ina Woolman
I attended a CAST presentation at CEC a few years ago - I believe there
was mention of a CAST project with publishers to make their texts electronically
accessible. Do I remember correctly, and if so, are such e-texts available
to schools?
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BOO MURRAY Guest Expert
Ina, that project has gone through multiple permutations but is proceeding
in pilot fashion in Kentucky and California.
TRACEY HALL Guest Expert
Judy, we have had some fun and successful implementations of low-tech
implementations of UDL. Teachers learned about the principles of Universal
Design for Learning. These teachers found that engaging students affective
networks and providing multiple means of getting across information
was key for their classrooms. Judy is right; some of the low-tech implementations
were very simple means, for example using highlighting in MS word, literally
using highlighters and providing supports by having visual displays
available in many forms. For example, the paper charts Judy noted on
the wall, PowerPoint presentation, displayed via a projector.
Patricia Belcher
Am eager to visit a classroom using UDL. I understood that a schedule
was being developed for some sites in MA through CAST. Is that happening?
How do I sign up?
TRACEY HALL Guest Expert
Patricia, we are not aware of that offering, currently CAST
does not have a site visitation structure. Our Model Classrooms project
may have some visitation sites in the future. We are anxious to find
ways for more people to see implementations of UDL. Perhaps we will
have some videos in the near future as well.
Ina Woolman
There is such congruence between UDL and "differentiating instruction."
Have you worked at all on the potential interface with, e.g., Carol
Tomlinson?
Cathy Pinson
I am a professor of occupational therapy and a doctoral student in Human
Environment Design. I am interested in doing some collaborative research
in UDL. I am in Michigan.
Frances Loose
Cathy P, please contact me at MDE re: your interests. loosef@mi.gov
BOO MURRAY Guest Expert
Hi, Cathy. I'm also an occupational therapist, and I taught at Boston
University for several years.
TRACEY HALL Guest Expert
Ina, There are some parallel principles between UDL and Differentiated
Instruction. To date we have not had the fortune to work with Carol
Tomlinson. We do look forward to the opportunity in the future. One
of the main differences between Differentiated Instruction and UDL is
that UDL plans for all learners from the start and may include differentiation
of instruction.
Cathy Pinson
The Access Center sent our department an email informing us of the chat.
Frances Loose
What have you found to be key differences in supporting UDL implementation
at elementary vs. secondary levels?--and what recommendations can you
offer (sites to refer to) to respond to both levels in a contextually
appropriate manner?
BOO MURRAY Guest Expert
Cathy, I'd love to talk more about possible collaborative research.
TRACEY HALL Guest Expert
Frances, while we have not formally done any research to differentiate
implementation between elementary and secondary, there has been less
of a need for digital text in the elementary level but a need for choices
of materials.
Muna Shami
How is UDL useful and important for students from different cultural
and linguistic backgrounds - especially those that are at risk?
BOO MURRAY Guest Expert
Cultural and linguistic backgrounds: Historically, the creation or development
of accommodations to address the needs of a population subset is proven
to be successful for many. Take for example closed captioning on the
television set. Initially, it was an awkward retrofit for televisions,
currently; captioning requires a simple chip that is a component of
every television sold. 60% of the population uses captioning at least
once a week. In instructional settings, text-to speech is a tool that
makes text accessible to blind students. It is also very useful for
students who do not decode fluently or at all, or students for whom
English is not their primary language. We have seen bright students
with no reading challenges use Text-to-Speech as a tool to help them
listen to the text of the book while they study the pictures and graphics.
Courtney Davis
What are the barriers to successfully implementing UDL in school systems,
schools, and classrooms?
TRACEY HALL Guest Expert
Some barriers that have been found include: the lack of availability
of flexible curriculum, assessments, and materials creates more challenging
barriers Inflexible teachers create barriers to UDL implementation as
well. Lack of technical support and teachers uncomfortable with technology
can create barriers.
TRACEY HALL Guest Expert
Regarding barriers that last sentence should read. - Lack of technical
support and teacher uncomfortable with technology can create barriers.
Courtney Davis
In your experience working with classroom teachers, what role can a
parent play concerning the preparation or implementation of UDL?
TRACEY HALL Guest Expert
There is frequently confusion between Universal Design and Universal
Design for Learning. At CAST we differentiate these terms; UD has a
focus on physical access, to buildings, rooms, tools. The main focus
of UDL (emphasize the “Learning”) is to eliminate barriers to opportunity
while maintaining the challenges inherent in learning. This allows students,
those with disabilities and those without, to access the standards and
goals, curriculum and instruction, assessment, and materials of the
general education classroom.
Lindsay Hedrick
Don't leave the chat. Boo and Tracey are coming back!
TRACEY HALL-Guest expert
We're back - There is frequently confusion between Universal Design
and Universal Design for Learning. At CAST we differentiate these terms;
UD has a focus on physical access, to buildings, rooms, tools. The main
focus of UDL (emphasize the “Learning”) is to eliminate barriers to
opportunity while maintaining the challenges inherent in learning. This
allows students, those with disabilities and those without, to access
the standards and goals, curriculum and instruction, assessment, and
materials of the general education classroom.
Frances Loose
Can anyone speak to IHE UDL supports for students that rec'd
UDL assistance in the K-12 environment?
Kelly Branaman
Thank you all for your time and expertise!
BOO MURRAY Guest Expert
By IHE I assume you mean postsecondary. Once again, the use
of digital materials (syllabi, course notes, etc) can mean the difference
between success and failure for students with disabilities.
Judy Shanley
Just wanted to pass along another resource before we closed...As part
of another project we had funded by OSEP, the Elementary and Middle
Schools Technical Assistance Center (EMSTAC) we put together a product....The
"A-ha" Guide to Maximizing School Resources: Tips and Suggestions
- (Amanda Schwartz is the author) http://www.emstac.org/resources/extras.htm
- this may have some suggestions regarding funding, acquiring resources,
etc.
Frances Loose
IHE--yes, postsecondary--I was curious about the shift in support to
the student and the access to applicable technology--what you've heard
from the field
BOO MURRAY Guest Expert
More on IHE. A local professor requires all students to submit digital
work. He is blind, and digital content makes their work accessible both
to him and to other students. UDL is a large and growing movement in
postsecondary settings. The Association of Higher Education and Disability
now has a UD think tank to promote systemic reform.
ChatMaster
It is time to conclude today's chat event. We are so pleased about the
participation and the level of discourse. Our sincere thanks to both
Dr. Murray and Dr. Hall for sharing their experience and expertise…
ChatMaster
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TRACEY HALL-Guest expert
Thank you for your time and participating on this web chat. We have
enjoyed speaking with all of you. We also appreciate your interest in
Universal Design for Learning
Judy Shanley
Thanks everyone - great discussion!
