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Universal Design
for Learning:
Accessibility Awareness in Louisiana
By Desiree Devereaux of SOWELA Technical Community College,
in collaboration with the UDL Action Team of the LA Board of Regents
What is Universal Design?
• Universal Design began as an architectural concept that sought ways
to make buildings, streets, parks and other facilities accessible for all
people to the fullest extent possible, without the need for adaptation.
From this …
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… to this
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What is UDL?
• Universal Design for Learning is a paradigm for teaching,
learning and assessment that draws on new brain
research and new media technologies to respond to
individual learner differences.
• The central practical premise of UDL is that a curriculum
should include alternatives to make it accessible and
appropriate for individuals with different backgrounds,
learning styles, abilities, and disabilities in widely varied
learning contexts.
• The "universal" in universal design does not imply one
optimal solution for everyone. Rather, it reflects an
awareness of the unique nature of each learner and the
need to accommodate differences, creating learning
experiences that suit the learner and maximize his or her
ability to progress.
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Brain Research
• Learning is distributed across three
interconnected networks:
– Recognition Networks
– Strategic Networks
– Affective Networks
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Brain Research (continued)
● Recognition networks are
specialized to sense and assign
meaning to patterns we see; they
enable us to identify and understand
information, ideas, and concepts.
● Strategic networks are specialized
to generate and oversee mental and
motor patterns. They enable us to
plan, execute, and monitor actions
and skills.
● Affective networks are specialized to
evaluate patterns and assign them
emotional significance; they enable
us to engage with tasks and learning
and with the world around us.
•Why of
learning
•How of
Learning
•What of
learning
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Principles of UDL
● Given that 1) the three brain networks are involved in
learning, (2) each individual is unique, (3) learning is
multifaceted, and (4) barriers may interfere with one’s
learning … the following three UDL principles are
formed to minimize barriers and maximize learning
through flexibility:
– Provide multiple, flexible methods of presentation to
support recognition learning
– Provide multiple, flexible methods of expression and
apprenticeship to support strategic learning
– Provide multiple, flexible options for engagement to
support affective learning
Common to the three principles are flexibility, choice,
and alternative options.
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Four main benefits*
• Economic: Learning materials with flexible options
serve a broad audience and prove to be more cost
effective than retrofitting;
• Legal: In alignment with the Americans with Disabilities
Act, the Individuals with Disabilities Education Act, and
No Child Left Behind;
• Ethical: Digital technology makes it possible to create
flexible options within the curriculum that can adjust to
students with varied learning needs;
• Efficacy: Designs that meet the needs of the most
challenging consumer also tend to meet the needs of
ALL consumers.
* From The Center for Applied Special Technology
www.cast.org
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Higher Ed … UDL to UDI
• UConn faculty approached the task of applying
Universal Design to college instruction through
the framework of the seven principles developed
by the NCSU Center for Universal Design
• They delineated considerations for the "usability
of an environment" based on a broad spectrum
of human abilities, including vision, hearing,
speech, body function, mobility, and cognition.
• Their intent was to examine college instruction in
light of these principles, and to take a more indepth look at what might constitute UD in an
instructional environment.
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Nine Principles of UDI
•
•
•
•
•
Equitable use
Flexibility in use
Simple and intuitive
Perceptible information
Tolerance for error
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Nine Principles of UDI (continued)
•
•
•
•
Low physical effort
Size and space for approach and use
A community of learners
Instructional climate
•
Note: From “Principles of Universal Design for Instruction” by Sally Scott, Joan McGuire and Stan
Shaw, Center on Postsecondary Education and Disability, University of Connecticut. Copyright
2001. Reprinted with permission.
•
http://www.facultyware.uconn.edu/files/UDI_principles.pdf
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How is UDI being implemented?
• Putting a syllabus and other course materials online
• Accessibility Websites
– http://www.facultyware.uconn.edu/home.cfm
– http://www.webaim.org
– http://www.washington.edu/accessit/index.php
• Application of UDI to ESL Teaching
– http://iteslj.org/Techniques/Strehorn-UID.html
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Louisiana’s UDL/UDI initiative
• Began statewide with La. Department of Education
– Online training course for K-12 teachers and
administrators and two- or three-day face-to-face
professional development opportunities.
• La. Board of Regents in sixth year of involvement
–
–
–
–
UDL Workshop, April 2007 (5th year)
Hands-on, two-day trainings for webmasters
Accessibility Awareness Week, Governor’s proclamation
UDL Action Team
• Establishing protocol of policies, procedures, and
guidelines for implementing UDL.
• Establishing a UDL professional development training
course for post-secondary faculty and administrators.
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LA’s UDL/UDI initiative (continued)
• Goals:
– All post-secondary faculty in the state, from both
public and private institutions, will undergo UDL
professional development training
– All websites under the aegis of the Louisiana Board of
Regents or Louisiana Board of Education will meet
the standards of compliance with universal
accessibility guidelines
– Louisiana’s UDL website will be a comprehensive
national clearinghouse for information and resources
– UDL website: http://udl.mcneese.edu
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Louisana’s UDL Website
udl.mcneese.edu
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K-20 UDL Training Modules
Intended to introduce educators/administrators
to the roles technology might play in providing
greater access to learning for all students
Module 1: Defining
Module 3: Analyzing
UDL and Relating it to
Lesson Plans
Technology Use for
Module 4: Raising
All Students
Awareness and
Module 2: Exploring
Promoting Advocacy
Technology
Resources
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Key Points to Take Away
• It is not about what
individual students
can or cannot do—
it is about what
barriers individual
students might
encounter—it is
about the
curriculum and the
accessibility of the
curriculum.
• UDL is not intended as a
one-size-fits-all solution; it is
intended to provide flexibility
in a curriculum to reach a
broader range of students
(not all students).
• Digital media makes the
flexibility and multiple
options feasible and
attainable.
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Where do we go to start?
• To find templates and directions for
planning to apply UDL to curricula at
your institution or at the system level,
go to
http://www.cast.org/teachingeverystudent/
tools/systemicchange.cfm
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Where do we go to start? (cont’d.)
To find initial training for key individuals, go to
• AccessIT: Introduction to Accessible Information Technology in
Education (http://access-it-online.info/public/welcome.asp)
• Bridging the Gap through Universal Design for Learning--A 6-week
online course which will provide an introduction to the components of
Universal Design for Learning, the legal mandates for accessibility,
and strategies for implementation and instruction.
(Contact:[email protected] )
• CAST (http://www.cast.org/pd/index.html)
• Disability Law Resource Project
(http://www.dlrp.org/html/Training/upcoming.html)
• EASI (http://www.rit.edu/~easi/)
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Where do we go to get
material for courses?
• MERLOT!
(http://www.merlot.org/merlot/index.htm)
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Resources
•
•
•
•
•
•
http://udl.mcneese.edu
http://www.cast.org
http://www.design.ncsu.edu/cud/
http://www.facultyware.uconn.edu/home.htm
http://www.webaim.org
http://www.washington.edu/accessit/index.php
• http://www.washington.edu/doit/
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Contact information
• Desiree Devereaux,
M.Ed.+30, B.A., C.O.I.
SOWELA Technical Community College
3820 Sen. J. Bennett Johnston Avenue
Lake Charles, LA 70615
337.491.2071
[email protected]
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Special thanks to:
• Kathleen Gay, of Bossier Parish Community College, for
her extensive assistance in this presentation
• Quentina Timoll, of the Louisiana Center for
Educational Technology, for her extensive assistance in
this presentation
• Diane Didier, of the Louisiana Board of Regents, for her
guidance, direction, and support of the Louisiana UDL
Initiative
• Mike Abbiatti, Associate Commissioner for Information
and Learning Technology for the Louisiana Board of
Regents, for his vision and unending quest for
comprehensiveness and excellence in meeting the
needs of all learners
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Universal Design
for Learning:
Accessibility Awareness in Louisiana
By Desiree Devereaux of SOWELA Technical Community College,
in collaboration with the UDL Action Team of the LA Board of Regents
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