UD Synthesis CTG 2012
- 1. WINTER A Synthesis of the Template Intervention Studies on UDL in K-12 Settings Minwook Ok Kavita Rao Brian R. Bryant
- 2. Who we are Minwook Ok Doctoral Student University of Texas at Austin Kavita Rao Assistant Professor University of Hawaii at Manoa Brian R. Bryant Research Professor University of Texas at Austin
- 3. Today’s agenda Duration Presentation/Activity 40 minutes Present results from our literature synthesis 10 minutes Small group discussion of UDL application 10 minutes Whole group discussion
- 4. Setting the context Universal Design Models Sources/Referen ce Universal Design (UD) Center on Universal Design, NCSU Universal Design for Learning (UDL) Center for Applied Special Technology, National Center on UDL Universal Instructional Design (UID) Goff & Higbee (2008); based on Chickering and Gamson Universal Design of Instruction (UDI) Burgstahler (2009) Universal Design for Assessment (UDA) Thompson, Johnstone, & Thurlow (2003)
- 5. UD “Educational Models” • Adapt the original universal design principles that focused on design of products and environment • Educational models focus on curriculum and instruction • Principles/guidelines provide information for differentiation within instructional activities and learning environments Universal Design for Learning (UDL) Universal Design of Instruction (UDI) Universal Instructional Design (UID)
- 6. The big question What are the outcomes of using UDL? • A dearth of empirical evidence • Lack of definition of construct “while we are awaiting widespread availability of the promise of UDL, we are left to our own devices to try to apply the UDL principles to create more accessible accommodations” -Edyburn (2010)
- 7. Purpose To examine: • How researchers/practitioners describe their application of UD principles and guidelines to their projects? • Whether enough information is provided to replicate the project/study
- 8. Search Procedure Databases: ERIC, Academic Search Premier, Professional Development Collection, PsycInfo and Social Sciences Index Keywords: • universal design for learning • universal instructional design • universal design of instruction • universal design • postsecondary, college, university, higher education • elementary, middle, high, secondary Results: more than 200 articles
- 9. Inclusion/exclusion criteria Inclusion 1. Reported an empirical study 2. Referenced study conducted at K-12 or postsecondary level 3. Referenced UDL, UDI and/or UID 4. Published between 2000-2011 Exclusion 1. Descriptive article (with no research design or participant outcomes) 2. Examined software usability 3. Mentioned UD models only conceptually Results: 17 articles K-12: 8 articles Postsecondary: 9 articles
- 10. K-12 articles 1. Abell, Jung, & Taylor (2011) 2. Basham, Meyer, & Perry (2010) 3. Browder, Mims, Spooner, Ahlgrim-Delzell, & Lee (2009) 4. Dolan, Hall, Banerjee, Chun, & Strangman, (2005) 5. Dymond, Renzaglia Rosenstein, Chun, Banks, Niswander, Gilson (2006) 6. Kortering, McClannon, & Baziel (2008) 7. Lieber, Horn, Palmer, & Fleming (2008) 8. Marino (2009) See handout for full reference http://www.bit.ly/udlsynthesis
- 11. Overview of K-12 findings • All of the K-12 studies referenced the UDL model (CAST/NCUDL defintion) • Varying degrees of detail on how researchers described their application of UDL principles • Range of projects/interventions, including: • Specific lessons, curricula, surveys, assessments • Elementary (3), Middle school (1), High School (4), All levels (1)
- 12. 1. Preschool Curriculum Children’s School Success (CSS) Purpose of study: To explore the notion of access to the general curriculum for preschool children with special needs, with a specific focus on ensuring that children not only have access but make meaningful progress Project/Intervention: General education curriculum accessible to preschoolers with disabilities or who are at risk for school failure. Focus on: (a) Academic competence (e.g., language, literacy, mathematics, science concepts), (b) Social competence (e.g., self-regulation, prosocial interaction with peers), (c) Individualization Authors: Lieber, Palmer & Fleming, 2008 Title: Access to the general education curriculum for preschoolers with disabilities: Children's school success Journal: Exceptionality
- 13. 1. Elementary (Pre-K) Children’s School Success 1. Academic Competence • ScienceStart (French, Conezio, & Boynton, 2003) • Large group activity & small group activity • Curriculum Integration 2. Social Competence • Dina Dinosaur Classroom-based Curriculum (Webster-Stratton & Reid, 2002) • Classroom rules, doing your best in school, anger management, feeling, self-regulation, making friends, talking with friends, etc. • Large group activity & small group activity • Curriculum Integration 3. Individualization • Building Blocks for Teaching Preschoolers with Special Needs (Sandall et al., 2002) • Environmental support, materials, adaptation, simplify the activity, use child preferences, special equipment, adult/peer support
- 14. 2. Elementary Shared Stories Purpose of Study: To demonstrate a method for planning and implementing shared stories for students with multiple disabilities that incorporated both task analytic instruction and team planning using principles of UDL Project/Intervention: • Three popular elementary picture books selected and adapted to (a) have student’s name as the main character (b) include a repeated story line for the main idea and surprise element and (c) sensory materials/objectives were used during the lesson • Use of UDL principles to individualize the task analysis for each student Authors: Browder, Spooner, Ahlgrim-Delzell, & Lee, 2008 Title: Teaching elementary students with multiple disabilities to participate in shared stories. Journal: Research & Practice for Persons with Severe Disabilities
- 15. 3. Middle School “Alien Rescue” Cognitive Tools for Comprehension Purpose of Study: To examine whether there is a relationship between students’ reading ability, use of cognitive tools, and their comprehension of scientific concepts and processes? If so, what is the nature of the relationship? Project/Intervention: • “Alien Rescue”: Technology-based scientific-inquiry curriculum • Supports cognitive processes using multiple modalities • Study examined correlations between students use of cognitive support tools within Alien Rescue to academic performance • Students grouped by reading levels Author: Marino, 2009 Title: Understanding how adolescents with reading difficulties utilize technology-based tools. Journal: Exceptionality
- 16. 3. “Alien Rescue” Screen shot with some cognitive support tools http://alienrescue.edb.utexas.edu
- 17. 3. Middle School “Alien Rescue” Cognitive Tools for Comprehension • Cognitive support tools provided more benefits for the lower readers • However, low ability readers did not use the cognitive support tools as frequently as proficient readers • Teachers should monitor tool use • Recommendation that teacher asks students tor review and reflect on which tools are helpful, as a way to provide explicit instruction and self-monitoring strategy
- 18. 4.High School Universally Designed Inclusive Science Course Purpose of Study: To describe the experiences of school personnel involved with redesigning one inclusive high school science course Project/Intervention: • Adapted areas: instructional delivery, student participation, curriculum, materials, assessment • Redesign of high school science course included: (a) Team discussion (b) Development of a series of questions for redesigning the course (e.g., curriculum, instructional delivery, student participation, materials) (c) Cooperation between teachers: redesign the whole class content first then consider student’s specific needs Authors: Dymond, Renzaglia, Rosenstein, Chun, Banks, Niswander, & Gibson, 2006. Title: Using a participatory action research approach to create a universally designed inclusive high school science course: A case study. Journal: Research & Practice for Persons with Severe Disabilities
- 19. 5. High School UDL strategies in Algebra & Biology Purpose of Study: To provide findings on student perceptions of individual interventions based on the principles of UDL Project/Intervention: • Designed and implemented a total of 24 interventions (14 algebra & 10 biology) using principles of UDL • Each intervention was designed to meet three principles • Two dominant features: (a) Technology (b) Novel activity that were deviated from traditional instructions Authors: Kortering, McClannon, & Braziel, 2008 Title: Universal design for learning: A look at what algebra and biology students with and without high incidence conditions are saying Journal: Remedial & Special Education
- 20. 6. High School Read Aloud Test Accommodations Purpose of Study: To investigate the potential of computer-based read-aloud testing accommodations, not only group-wide effects but also the impact of the accommodation on individual students Project/Intervention: • Computer-based system with optional text-to-speech (CBT-TTS) • Provide a flexible, customizable testing environment • CAST eReader™: (a) read aloud test passages, questions and responses, (b) highlighting, (c) students select words, sentences, or passages • Navigation bar: students can see their progress Authors: Dolan, Hall, Banerjee, Chun, & Strangman, 2005 Title: Applying principles of universal design to test delivery: the effect of computer-based read-aloud on test performance of high school students with learning disabilities. Journal: Journal of Technology, Learning, and Assessment
- 21. 7. High School Digital Backpack Project Purpose of Study: To define the concept and necessary components of the digital backpack; to discuss its potential as a readily accessible and adaptable means for schools to appropriately provide for desired outcomes in diverse student environments Project/Intervention: • Included hardware, software and instructional technology support materials • Project-based learning experience – students answer the question “What is freedom” by making multimedia project • Description of process with three teams of students • Link to all UDL principles with flexible learning options Authors: Basham, Meyer, & Perry, 2010 Title: The design and application of the digital backpack Journal: Journal of Research on Technology in Education
- 22. 8. All levels (elem, middle, high) ICEQ Survey Purpose of Study: To examine students’ perception toward their instructional environment in classrooms exploring UDL Project/Intervention: • Individualized Classroom Environment Questionnaire (ICEQ: Fraser, 1990) • To measure secondary-school students’ perceptions of the classroom environment (a) Personalization, (b) Student participation, (c) Independence in decision making, (d) Investigative problem solving, (e) Differentiation • Published and validated tool to examine the classroom environment variables aligning with UDL principles and related variables Authors: Abell, Jung, & Taylor, 2011 Title: Students' perceptions of classroom instructional environments in the context of "universal design for learning” Journal: Learning Environments Research
- 23. Where do we go from here? • Defining UDL application within studies • Linking principles/guidelines of UDL to specific elements of a project • NCUDL website http://www.udlcenter.org/aboutudl/udlguidelines
- 24. In a pair/small group Discuss the UDL Sample Project and Sample Mapping Questions to consider: 1. What are your thoughts about the Sample Mapping and the level of detail provided? Does it help make the use of UDL principles explicit? 2. What would you add/change? 3. How have you applied UDL in your own projects?
- 25. In a small group Sample Scenario (see detailed description on handout p. 2) 6th grade writing project using digital graphic organizer • Teacher provides pictures • Students categorize/organize in visual web • Students generate writing and record audio • Students generate text from outline • Writing rubric, Personal Goals sheet Questions to consider: 1. What are your thoughts about the Sample Mapping and the level of detail provided? Does it help make the use of UDL principles explicit? 2. What would you add/change? 3. How have you applied UDL in your own projects?
- 26. Your feedback 1. What are your thoughts about the Sample Mapping and the level of detail provided? Does it help make the use of UDL explicit? 2. What would you add/change? 3. How have you applied UDL in your own projects?
- 27. Questions/Comments? Minwook Ok minwook.ok@gmail.com Kavita Rao kavitar@hawaii.edu Brian R. Bryant brianrbryant@aol.com www.bit.ly/udlsynthesis Thank you for attending our presentation