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Session Title: Issues and Models: Evaluating Universal Design for Learning
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Panel Session 249 to be held in MISSION B on Thursday, Nov 11, 10:55 AM to 12:25 PM
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Sponsored by the Special Needs Populations TIG
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| Chair(s): |
| Bob Hughes, Seattle University, rhughes@seattleu.edu
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| Abstract:
Universal Design for Learning (UDL) is a framework that provides principles to guide teaching practices and curriculum development. Both P-12 and higher education UDL projects are being developed through grants and initiatives to improve materials and teaching practices which support a range of learner needs. UDL has been formally evaluated since its development in the mid-1990s. However, this work has been completed by a few organizations and the work is often reported to funding agencies without general distribution. This panel will bring together four evaluators with varied levels of experience with UDL. Panelists will describe their work designing or implementing both higher education and P-12 UDL evaluations; how they have approached the confluence of UDL principles and the measurement of learning outcomes; and how they have evaluated UDL’s impacts on teacher behaviors and perspectives, as well as the impact on organizational issues that impact instruction.
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Assessment of Learning in Universal Design for Learning
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| Tracey Hall, Center for Applied Special Technology, thall@cast.org
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Assessment is one component of instruction, and indelibly linked to three others: goals, methods and materials. Tracey will describe how UDL informs assessment at all levels, from classroom progress monitoring to summative assessments.
Tracey Hall’s research and project work focuses on alternative assessment and instructional design grounded in effective teaching practices. These experiences are applied in the development and implementation of UDL projects, collaborative partnerships, and professional presentations.
She directs CAST’s initiatives to create and evaluate digital supported environments across content areas. Her work in assessment spans the areas of curriculum-based measurement, teacher professional development, special-needs instruction and curriculum design, progress monitoring, and large-scale assessments. Tracey will bring to the panel experience from work on assessments across the K-12 grades and range of abilities and disabilities including alternate and modified assessments. She will share information from national, state, and local education efforts in assessment influenced by UDL principles.
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Logic Model and Evaluation Plan of a Universal Design for Learning Project at the University of Vermont
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| David Merves, Evergreen Educational Consulting LLC, david.merves@gmail.com
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EEC research associates are the external evaluators for an OSEP funded project, Universal Design for Learning at University of Vermont: “Supporting Faculty to Teach All Students: A Universal Design Consulting Team Model.” The project provides: technical assistance and support to UVM faculty; creation of web-based resources for promoting and supporting UDL practices in UVM courses, student life and services; orientation in UDL for new faculty and graduate teaching fellows; infusion of UDL practices in faculty professional development and student support systems; and is identifying and developing a UVM UDL resource guide for faculty, students and visitors.
David Merves will review the logic model and evaluation plan and discuss formative outcomes/data for the project.
EEC’s business focus is on Education and Evaluation, primarily in the area of special education program evaluation and professional development.
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Evaluating the Impact of Universal Design for Learning in Early Childhood Education
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| Donald Smith, Texas Early Childhood Education Coalition, docii4096@gmail.com
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Many at risk children enter the education system and fall into the ‘margins’ The needs of these at risk children require that teachers not only recognize the concerns of the child but also utilize creative teaching strategies that can engage the student in the education process. UDL has great potential to benefit these high risk children from chaotic environments. Questions that arise from consideration of the theory of UDL include 1) Can these children show improvement in their academic performance and behaviors? 2) Can this approach result in improved classroom conditions? 3) What are the potential ramifications and benefits? 4) What is the overall potential of this teaching model for these children?
Dr. Smith has spent more than a decade examining factors that can influence the growth, development and education of young children, designing and evaluating programs, conducting research and developing policy that impacts children from high risk situations.
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Addressing the Complexity: A Model for Designing Universal Design for Learning Evaluations
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| Bob Hughes, Seattle University, rhughes@seattleu.edu
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The process for evaluating a UDL project is familiar to any evaluator: Identifying the evaluand and determining the goals, objectives, and measures of a project; working with multiple stakeholders. Evaluating UDL also requires determining how its core principles are implemented, how the implementation impacts learning, and how shifts in practice impact instructors and the systems in which they operate. This requires evaluators to be familiar with UDL, with the intended learning outcomes within a given project, and with how instructional practices and systems evolve.
Bob Hughes teaches both an evaluation methods course and a course in implementing UDL in adult learning. Over the past 15 years, he has conducted multiple evaluations of UDL projects within family literacy, K-12 classrooms, universities and community colleges. Based on this work, he will offer a matrix that will assist evaluators of UDL projects to address the multiple complexities of designing an evaluation.
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