Research+and+Annotations

=Research= **The purpose of the articles chosen for this annotated bibliography is specifically for generating more information regarding Universal Design for Learning. The focus is to provide professional development for staff members within the Chinooks Edge School Division who have never been introduced to Universal Design for Learning. It is my hope that our school division will support the philosophy of UDL and promote it division-wide. I have selected articles that provide information regarding the philosophy of UDL and evidence of how UDL is effective within a classroom. I have also included articles that I found on-line so that I can provide links for easy access and to ensure that all reading material is accessible for all.**

__ **Research on Engagement** __



 * Please watch the following video on Equal Access: UDL **

@http://www.youtube.com/watch?v=AY6PhtCLrTg&feature=PlayList&p=AFB30B8EA308AC53&playnext=1&playnext_from=PL&index=8


 * Burgstahler, S. (2005). Universal Design: Process, Principles and Applications. Retrieved October 26, 2009 from ****http://www.washington.edu/doit/Brochures/Programs/ud.html**


 * This article discusses universal design processes, principles and applications of any product and environments. The article stresses that UD can be applied to any product and environments and when principles are applied, products and environments meet the needs of potential users. The article also includes additional links and resources regarding universal design. **

**Burgstahler, S. (2005). Universal Design of Instruction: Definitions, Principles, and Examples. Retrieved October 26, 2009 from** **http://www.washington.edu/doit/Brochures/Academics/instruction.html**

** This article refers to the definition, principles and examples of applying Universal Design of Instruction to create an accessible environment for all. It reports the seven principles of UD to provide guidance in the design of products and environments established at the Center for Universal Design (UD) at North Carolina State University. UD benefits students with disabilities as well as others and employing UD principles in everything we do makes a more accessible world for all of us. **

Casper, B., Leuchovius, D., National Center on Secondary Education and Transition, Minneapolis,MN., & PACER Center, Inc., Minneapolis,MN. (2005). //Universal design for learning and the transition to a more challenging academic curriculum: Making it in middle school and beyond. parent brief// National Center on Secondary Education and Transition (NCSET), University of Minnesota. Retrieved October 26, 2009 from **http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/e4/28.pdf**


 * This brief explains what Universal Design for Learning is and provides information regarding how the environment, curricula and products should be used to benefit all students and their learning needs rather than just the average user. Although the report is geared towards middle and secondary schools it refers to Centre for Applied Science Technology and provides suggestions for parents so they know what to do to help implement Universal Design For Learning. A list of other resources on UDL is also included. **

Delaware State Dept. of Education, Dover. (2004). //Universal design for learning (UDL): Reaching all, teaching all// Delaware State Department of Education. Retrieved on October 26, 2009 from **@http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/aa/b6.pdf**


 * This article discusses the origins and purpose of UDL. It reports that Universal Design for Learning initially emerged from the architecture and idea of providing universal access to buildings and other structures for individuals with disabilities. Using this architectural principle, UDL is a strategy to eliminate barriers that students may encounter to learning. The report also discusses the potential brain connections and implications of using UDL and provides both the pros and cons for the use of this model. **

Edyburn, D. L. (2006). Failure is not an option: Collecting, reviewing, and acting on evidence for using technology to enhance academic performance. //Learning & Leading with Technology, 34//(1), 20-23.

This article focuses on the ever-present achievement gap created between learners and suggests that the concepts of differentiated instruction and UDL can be obtained through the use of technology tools. The article mentions that although many teachers recognize a serious gap in learner’s abilities, rather than addressing the issue of poor performance, many teachers fail to use proper cognitive supports. The article also provides some technology tools that teachers can use to create cognitive supports for struggling learners.

Retrieved on November 4, 2009 from @http://www.2learn.ca/institute/institute2007/institute07resources/L&L2006.pdf

Edyburn, D.L. (2008). A Primer on UDL in Education. Retrieved November 4rth, 2009 from @https://pantherfile.uwm.edu/edyburn/www/ud.html.

This webpage is a great primer in providing the foundations, interventions, principles, instructions and professional development for Universal Design for Learning. The web page provides a brief introduction to the applications of UDL and includes additional resources for teachers and administrators.

Firchow, N. Universal design for learning: Improved access for all. Retrieved from Great Schools on November 4, 2009 from @http://www.greatschools.net/LD/assistive-technology/universal-design-for-learning-improved-access-for-all.gs?content=785

This article discusses how implementing computer technology within a universal design for learning classroom can create an educational environment that allows improved access for all students to succeed. It reports that teachers compensate for variation among their students by adapting how they present information, structure assignments, and test for understanding. However, in the future adaptations may be built into the curriculum due to UDL. The article provides various instructional strategies that could be used for multiple representations of presentation, participation and expression as well as strategies that follow UDL principles.

Kortering, L., McClannon, T., Braziel, P., & National Center on Secondary Education and Transition, Minneapolis,MN. (2005). //What algebra and biology students have to say about universal design for learning. research to practice brief. volume 4, issue// Center on Secondary Education and Transition (NCSET), University of Minnesota.

The No Child Left Behind Act in the United States introduced increased emphasis on the performance of secondary students succeeding in general education environments. This article discusses the importance of using alternative measures to help below average students feel successful in their learning by increasing presentations and expression modes, as well as the engagement of all students.

Retrieved on November 4, 2009 from @http://www.ncset.org/publications/viewdesc.asp?id=2568

Orkwis, R. (2003). //Universally Designed Instruction.// Retrieved from ERIC database November 4, 2009 from @http://findarticles.com/p/articles/mi_pric/is_200302/ai_2389132184/?tag=content;col1

This article refers to the design of instructional materials and instructional methods that makes learning accessible and achievable by all learners. It refers to the application of the principles of UDL into the curriculum design and classroom environment. It also explains the principles of effective teaching strategies in an effective curriculum. These are Big Ideas, Conspicuous Strategies, Mediated Scaffolding, Strategic Integration, Judicious Review, and Background Knowledge.

Orkwis, R. (2003). //Curriculum Access and Universal Design for Learning.// Retrieved from ERIC database November 4, 2009 from @http://www.ericdigests.org/2000-4/access.htm.

Under the 1997 IDEA reauthorization it is stated that opportunity for all students to become involved with and progress within the educational curriculum must be given, regarding their abilities. This article discusses the importance of developing a flexible curriculum that will enhance equitable learning universally. In terms of curriculum, universal design involves instructional materials and activities that allow for learning goals to be achieved by all individuals regardless of their diverse learning needs. The article provides ways in which universal design for learning is being implemented and also includes a list of several groups involved in working towards universal design issues regarding curriculum access.

This implementation guide defines UDI, discusses the seven principles of UID and provides some instructional strategies that can be used. Retrieved on October 26, 2009 from @http://www.tss.uoguelph.ca/uid/uidbrief.pdf

Universal Instructional Design Principles by the University of Guelph This guide discusses the seven principles of UDI. Retrieved on October 26, 2009 from []