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Expert Learning is for All

Curriculum can be designed to meet the needs of all learners.

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expert learning
cognitive accessibility
Significant cognitive disabilities
UDL
About

This article provides insight into how UDL can support teachers who design lessons and learning environments to include students with significant cognitive disabilities. Information on what and how UDL develops expert learners, what educators can do to foster expert learning, and examples of in-class practices that foster expert learning, is presented.

Authors/Creators
Elizabeth S. Hartmann
Jose Blackorby

Organization/Publishers:

TIES Center

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Posted date:

May 19, 2022

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Image of puzzle pieces coming together to express learner variability.

UDL for Students with Most Complex Needs

This session focuses on unpacking the UDL framework, demonstrating the importance of student engagement in learning, and practical application of designing UDL instruction inclusive of students with the most complex learning needs.

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flexibility
severe disabilities
Significant cognitive disabilities
About
Universal Design for Learning is an instructional design framework intending to remove unnecessary barriers and offer flexibility in instruction in order to improve learning outcomes for all students. Although the UDL promise is to focus on "all" students, those with the most complex learning needs are often left out of the conversation. This session focuses on unpacking the UDL framework, demonstrating the importance of student engagement in learning, and practical application of designing UDL instruction inclusive of students with the most complex learning needs. Beyond the traditional lecture-style workshop, this session offers multiple opportunities for interaction. Activities include small and large group discussions and a hands-on practice in designing a lesson plan that anticipates barriers, embraces learner variability, and offers opportunities for meaningful engagement in learning to achieve instructional goals. 

Session Video Recording
Slide Deck
Interactive Notes Document

Authors/Creators
Aleksandra Hollingshead

Resource Quick Find
Implementation
Professional Development

Resource File Type
Document
Slides
Video

Accessibility
WCAG v2.0 AA

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Posted date:

November 24, 2020

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tablet computer with the words, learning disabilities displayed

UDL and Students with Significant Cognitive Disabilities

This conference proceeding argues that Universal Design for Learning (UDL) is a framework that depends on the capacity of educators to apply the UDL principles to the widest range of learners.

No votes yet

Universal Design for Learning
Common Core State Standards
Significant cognitive disabilities
Alternate assessment
Instructional resources
NCSC
National Center and State Collaborative
About

This conference proceeding describes the work of the National Center and State Collaborative (NCSC) and how the resources developed by NCSC helps ensure that students with significant cognitive disabilities are included in the implementation of UDL and the Common Core State Standards.  In addition to developing alternative assessments, NCSC is developing curriculum and instructional resources and professional development modules using UDL principles. These resources and modules will be publicly available for use in any state regardless of whether the state is using the NCSC assessments.

Authors/Creators
Ricki Sabia, Angela Lee, and Rachel Quenemoen

Resource File Type
Document

Accessibility
WCAG v2.0 AA

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Posted date:

August 25, 2022

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Sabia_Lee_Quenemoen2014.pdf
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Nettie
Vaughan
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Hello, if a student has "no speech," they can't pronounce words. It should be clarified that perhaps, the word should be read to them along with a visual (pictorial representation).

If the student is visually impaired, you can't use an "image" to represent a word. A tactile object would be more appropriate. I feel that blind and deaf individuals should be separate in category.

I've worked with students who have multiple disabilities all in one-- blind, immobile and nonverbal. I've had to create lessons way outside the box to serve them. I've attended several UDL conferences to share my ideas.

The best curriculum that I've come across with regard to differentiation is called, "Unique," as the educator can tailor the curriculum to the specific needs of the students. This curriculum is most frequently incorporated in a special school, not public education, though it should be. It would help teachers who aren't exposed to working with individuals who have multiple disabilities, on how to tailor curriculum to individual needs, and is aligned with state standards. It also counts towards DLM testing, so the students don't have to take the DLM separately.

Thu, 04/02/2020 - 10:20

tablet computer with the words, learning disabilities displayed

UDL and Students with Significant Cognitive Disabilities

This conference proceeding argues that Universal Design for Learning (UDL) is a framework that depends on the capacity of educators to apply the UDL principles to the widest range of learners.

No votes yet

Universal Design for Learning
Common Core State Standards
Significant cognitive disabilities
Alternate assessment
Instructional resources
NCSC
National Center and State Collaborative
About

This conference proceeding describes the work of the National Center and State Collaborative (NCSC) and how the resources developed by NCSC helps ensure that students with significant cognitive disabilities are included in the implementation of UDL and the Common Core State Standards.  In addition to developing alternative assessments, NCSC is developing curriculum and instructional resources and professional development modules using UDL principles. These resources and modules will be publicly available for use in any state regardless of whether the state is using the NCSC assessments.

Authors/Creators
Ricki Sabia, Angela Lee, and Rachel Quenemoen

Resource File Type
Document

Accessibility
WCAG v2.0 AA

Share this resource:

Posted date:

August 25, 2022

Access the full resource here if it does not render.

Sabia_Lee_Quenemoen2014.pdf
Resource Fee
$0.00
Buy

userimg
Nettie
Vaughan
0
No votes yet

Hello, if a student has "no speech," they can't pronounce words. It should be clarified that perhaps, the word should be read to them along with a visual (pictorial representation).

If the student is visually impaired, you can't use an "image" to represent a word. A tactile object would be more appropriate. I feel that blind and deaf individuals should be separate in category.

I've worked with students who have multiple disabilities all in one-- blind, immobile and nonverbal. I've had to create lessons way outside the box to serve them. I've attended several UDL conferences to share my ideas.

The best curriculum that I've come across with regard to differentiation is called, "Unique," as the educator can tailor the curriculum to the specific needs of the students. This curriculum is most frequently incorporated in a special school, not public education, though it should be. It would help teachers who aren't exposed to working with individuals who have multiple disabilities, on how to tailor curriculum to individual needs, and is aligned with state standards. It also counts towards DLM testing, so the students don't have to take the DLM separately.

Thu, 04/02/2020 - 10:20

tablet computer with the words, learning disabilities displayed

UDL and Students with Significant Cognitive Disabilities

This conference proceeding argues that Universal Design for Learning (UDL) is a framework that depends on the capacity of educators to apply the UDL principles to the widest range of learners.

No votes yet

Universal Design for Learning
Common Core State Standards
Significant cognitive disabilities
Alternate assessment
Instructional resources
NCSC
National Center and State Collaborative
About

This conference proceeding describes the work of the National Center and State Collaborative (NCSC) and how the resources developed by NCSC helps ensure that students with significant cognitive disabilities are included in the implementation of UDL and the Common Core State Standards.  In addition to developing alternative assessments, NCSC is developing curriculum and instructional resources and professional development modules using UDL principles. These resources and modules will be publicly available for use in any state regardless of whether the state is using the NCSC assessments.

Authors/Creators
Ricki Sabia, Angela Lee, and Rachel Quenemoen

Resource File Type
Document

Accessibility
WCAG v2.0 AA

Share this resource:

Posted date:

August 25, 2022

Access the full resource here if it does not render.

Sabia_Lee_Quenemoen2014.pdf
Resource Fee
$0.00
Buy

userimg
Nettie
Vaughan
0
No votes yet

Hello, if a student has "no speech," they can't pronounce words. It should be clarified that perhaps, the word should be read to them along with a visual (pictorial representation).

If the student is visually impaired, you can't use an "image" to represent a word. A tactile object would be more appropriate. I feel that blind and deaf individuals should be separate in category.

I've worked with students who have multiple disabilities all in one-- blind, immobile and nonverbal. I've had to create lessons way outside the box to serve them. I've attended several UDL conferences to share my ideas.

The best curriculum that I've come across with regard to differentiation is called, "Unique," as the educator can tailor the curriculum to the specific needs of the students. This curriculum is most frequently incorporated in a special school, not public education, though it should be. It would help teachers who aren't exposed to working with individuals who have multiple disabilities, on how to tailor curriculum to individual needs, and is aligned with state standards. It also counts towards DLM testing, so the students don't have to take the DLM separately.

Thu, 04/02/2020 - 10:20

tablet computer with the words, learning disabilities displayed

UDL and Students with Significant Cognitive Disabilities

This conference proceeding argues that Universal Design for Learning (UDL) is a framework that depends on the capacity of educators to apply the UDL principles to the widest range of learners.

No votes yet

Universal Design for Learning
Common Core State Standards
Significant cognitive disabilities
Alternate assessment
Instructional resources
NCSC
National Center and State Collaborative
About

This conference proceeding describes the work of the National Center and State Collaborative (NCSC) and how the resources developed by NCSC helps ensure that students with significant cognitive disabilities are included in the implementation of UDL and the Common Core State Standards.  In addition to developing alternative assessments, NCSC is developing curriculum and instructional resources and professional development modules using UDL principles. These resources and modules will be publicly available for use in any state regardless of whether the state is using the NCSC assessments.

Authors/Creators
Ricki Sabia, Angela Lee, and Rachel Quenemoen

Resource File Type
Document

Accessibility
WCAG v2.0 AA

Share this resource:

Posted date:

August 25, 2022

Access the full resource here if it does not render.

Sabia_Lee_Quenemoen2014.pdf
Resource Fee
$0.00
Buy

userimg
Nettie
Vaughan
0
No votes yet

Hello, if a student has "no speech," they can't pronounce words. It should be clarified that perhaps, the word should be read to them along with a visual (pictorial representation).

If the student is visually impaired, you can't use an "image" to represent a word. A tactile object would be more appropriate. I feel that blind and deaf individuals should be separate in category.

I've worked with students who have multiple disabilities all in one-- blind, immobile and nonverbal. I've had to create lessons way outside the box to serve them. I've attended several UDL conferences to share my ideas.

The best curriculum that I've come across with regard to differentiation is called, "Unique," as the educator can tailor the curriculum to the specific needs of the students. This curriculum is most frequently incorporated in a special school, not public education, though it should be. It would help teachers who aren't exposed to working with individuals who have multiple disabilities, on how to tailor curriculum to individual needs, and is aligned with state standards. It also counts towards DLM testing, so the students don't have to take the DLM separately.

Thu, 04/02/2020 - 10:20