Topical Guides


Universal Design for Learning (UDL) is a framework that can help you turn the challenges posed by high standards and increasing learner diversity into opportunities to maximize learning for every student.  Drawing upon new knowledge of how the brain works and new technologies and media now available for teaching and learning, UDL frames a systematic approach to setting goals, choosing or creating flexible materials and media, and assessing students accurately.
(From Center for Applied Special Technology (CAST) website page on Universal Design for Learning (UDL) )

For more information on UDL, please go to the topic Database Sub-Topic: Differentiating Instruction & Systems of Support and click on  Issue: Access to the General Education Curriculum / Least Restrictive Environment (LRE)


Dialogue guides have 3 parts:

  • Facilitator's Handbook to help you think about inviting others into a dialogue:
  • Topical documents with content information to ground the dialogue, and
  • Dialogue Starters, written by stakeholders that identify questions to guide the dialogue.


To begin, review the Facilitator's Handbook, and then choose the topic and the appropriate dialogue guide starters for your audience


The following dialogue starters were written by members of the National community of Practice on Secondary Transition in May 2009.

Source document:
Universal Design for Learning (UDL): Making learning accessible and engaging for all students
A policy brief from the National Education Association.

Dialogue Starters:
Universal Design for Learning: Making learning accessible and engaging for all students


Source document:
UDL Fact sheet for Educators
Prepared by the National Universal Design for Learning Task Force

Dialogue Starters:
UDL: The Facts for Educators


Source document:
UDL Fact sheet for Families
Prepared by the National Universal Design for Learning Task Force

Dialogue Starters:
UDL: The Facts for Families

Universal Design for Learning (UDL) is a framework that can help you turn the challenges posed by high standards and increasing learner diversity into opportunities to maximize learning for every student.  Drawing upon new knowledge of how the brain works and new technologies and media now available for teaching and learning, UDL frames a systematic approach to setting goals, choosing or creating flexible materials and media, and assessing students accurately.
(From Center for Applied Special Technology (CAST) website page on Universal Design for Learning (UDL) )

For more information on UDL, please go to the topic Database Sub-Topic: Differentiating Instruction & Systems of Support and click on  Issue: Access to the General Education Curriculum / Least Restrictive Environment (LRE)


Dialogue guides have 3 parts:

  • Facilitator's Handbook to help you think about inviting others into a dialogue:
  • Topical documents with content information to ground the dialogue, and
  • Dialogue Starters, written by stakeholders that identify questions to guide the dialogue.


To begin, review the Facilitator's Handbook, and then choose the topic and the appropriate dialogue guide starters for your audience


The following dialogue starters were written by members of the National community of Practice on Secondary Transition in May 2009.

Source document:
Universal Design for Learning (UDL): Making learning accessible and engaging for all students
A policy brief from the National Education Association.
Dialogue Starters:
Universal Design for Learning: Making learning accessible and engaging for all students

Source document:
UDL Fact sheet for Educators
Prepared by the National Universal Design for Learning Task Force
Dialogue Starters:
UDL: The Facts for Educators

Source document:
UDL Fact sheet for Families
Prepared by the National Universal Design for Learning Task Force
Dialogue Starters:
UDL: The Facts for Families

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Knowing your available time and your audience, choose one or many of the dialogue starters below.

Reaction Question
1.    Do you feel the stakeholders, especially families and educators, are currently being informed  of UDL, in understandable terms in your school /district/state? 

  • From your perspective what processes have either facilitated or impeded the sharing of this information with all stakeholders?


2.    Why do families need to know about UDL and how will the information be disseminated to families?

3.    In your opinion, can UDL improve student success?  How can that happen in elementary/secondary/postsecondary instruction? 

4.    From your experience, do you believe there are implications and applications of UDL for employment?  

  • For independent living? 
  • Please give some examples.


5.    From your viewpoint, what is the relationship between UDL and Least Restrictive Environment (LRE)?...and standards based IEP’s?  Please give some examples.

6.    How does UDL fit with IDEA, NCLB, and other state and national mandates and initiatives?



Application Questions


1.    What actions has your district taken to inform parents about UDL?  How can families provide knowledge and be involved in the decision making process? 

  • What resources will be necessary for effective implementation of a UDL framework across the spectrum of services?


2.    How can the school and community-based agencies work together in developing and implementing UDL when appropriate?

3.    In what ways can we generalize UDL to other environments than schools (e.g. family, community)?

4.    In what ways can the principles of UDL be utilized to improve the transition planning process

5.    How might principles of UDL be applied to post secondary education, employment  and independent living?  Please give some examples.

6.    In what ways can the parent/school/district/state determine if UDL is being implemented in an effective and efficient manner?


These questions were developed by the following
stakeholders working together within the IDEA Partnership:

 

Role:  Transition Coordinator
Location:  Arizona

Role:  State Service Agency
Location:  New Hampshire

Role:  IDEA Partnership Staff
Location:  Pennsylvania
Role:  Transition Coordinator
Location:  Pennsylvania

Role:  Technical Assistance Provider
Location: Washington, D.C.

Role:  Family Member
Location:  Wisconsin



The IDEA Partnership, located at the National Association of
State Directors of Special Education, is sponsored by the
U.S. Department of Education
Office of Special Education Programs.   2009



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Knowing your available time and your audience, choose one or many of the dialogue starters below.


Reaction Questions


1.    In your view, what is meant by Universal Design for Learning (UDL)?  Please give some examples.

2.    From your viewpoint, what is the difference between UDL and differentiation?...and just good teaching?

3.    In your opinion, can UDL improve student success?  How can that happen in elementary/secondary/postsecondary instruction? 

4.    From your experience, do you believe there are implications and applications of UDL for employment?  

  • For independent living? 
  • Please give some examples.


5.    When UDL principles have been applied at the secondary level, how do you assure transfer to postsecondary environments?  Provide specific examples.


Application Questions

1.    What process /infrastructure will your district use in order to facilitate the implementation and support of UDL? 

  • What resources will be necessary for effective implementation of a UDL framework across the spectrum of services?


2.    How can the school and community-based agencies work together in developing and implementing UDL when appropriate?

3.    How can technology be infused in everyday activities in order to apply the principles of UDL?  Be specific.

4.    In what ways can the principles of UDL be utilized to improve the transition planning process?

5.    When UDL principles have been applied at the secondary level, how do you assure transfer to postsecondary environments? 

  • Please give some examples from your experience.


6.    How might principles of UDL be applied to independent living?  Please give some examples.

These questions were developed by the following
stakeholders working together within the IDEA Partnership:

 

Role:  Higher Education
Location:  California

Role:  State Service Agency
Location: Pennsylvania

Role:  Transition Coordinator
Location:  Pennsylvania

Role:  Higher Education
Location:  Virginia

Role:  Evaluator
Location:  Virginia




The IDEA Partnership, located at the National Association of
State Directors of Special Education, is sponsored by the
U.S. Department of Education
Office of Special Education Programs.   2009

 

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Knowing your available time and your audience, choose one or many of the dialogue starters below.


Reaction Questions

1.    In your view, what is meant by UDL?  Please give some examples.

2.    Why is UDL important to your stakeholders?

3.    From your viewpoint, what are the benefits of UDL for all students?

4.    What do you believe could influence the district to use UDL to benefit all students in your school/district/state?

5.    How does UDL fit with IDEA, NCLB, and other state and national mandates and initiatives?

6.    From your viewpoint, how does UDL fit with the school improvement and school redesign?

7.    From your perspective, what is happening with UDL in your schools, community, and workplaces?  How does it translate to employment?


Application Questions

1.    How might we get schools/organizations/families/youth/policymakers to embrace Universal Design for Learning (UDL)? 

2.    What type of training or professional development might be necessary to assist educational personnel and families in understanding and implementing UDL in today’s dynamic, diverse classrooms? 

3.    In order for adults to support youth in a UDL framework, what do school personnel and parents need in terms of knowledge, tools, and resources?

4.    What processes/procedures might be helpful at the classroom/building/district and state levels to ensure proper implementation in a timely and efficient manner?  What data will be collected and how will collection occur?

5.    In what ways can we generalize UDL to other environments than schools (e.g. family, community)?


These questions were developed by the following
stakeholders working together within the IDEA Partnership:

 

Role:  State Service Agency
Location:  Arizona

Role:  Related Service Provider
Location:  Maryland

Role:  IDEA Partnership Staff
Location:  New Hampshire

Role:  State Education Agency 
Location:  New Hampshire

Role:  State TA Provider
Location:  Ohio

Role:  Family Member
Location:  Pennsylvania

Role:  Family
Location:  Washington, DC

Role: Higher Education
Washington, DC


Role:  State Service Agency
Location:  Wisconsin



The IDEA Partnership, located at the National Association of
State Directors of Special Education, is sponsored by the
U.S. Department of Education
Office of Special Education Programs.   2009