Universal Design for Learning: A Statewide Improvement Model for Academic Success

INTRODUCTION Universal Design for Learning (UDL) has its roots firmly planted in the architectural field but educators are now seeing the transition of universal design principles into the field of education (Rose & Meyer, 2000). The principles of UDL offer teachers new ways to instructionally engage students through accessible digital curriculum materials and the latest technology tools. Educators have learned that students who have reading disabilities or are struggling readers often do not gain the same amount of knowledge as other readers for a variety of reasons. Student challenges may include such factors as decoding or comprehension problems, attention deficits, or vision impairments. Research has also shown that instructional materials developed in accessible formats offer a host of benefits to all students because they allow learners to customize and engage instructional content to suit their unique learning styles (Brown & Augustine 2000; Fennema-Jansen, 2001; Eagleton, 2002). The premises found in UDL offer students and teachers new individualized learning opportunities. These opportunities are not limited to students with disabilities; they help everyone who benefits from individualized, scaffolded learning supports to enhance their own learning needs. Accessible digital curriculum, paired with technology and sound instructional supports, is beginning to open new doors to learning for all students. BACKGROUND To meet the challenge of helping all students achieve at high levels, the Division of Exceptional Children Services of the Kentucky Department of Education (KDE) in partnership with the University of Louisville has embarked upon a state-wide initiative based on UDL principles in an effort to help all students achieve at high levels. The KDE serves over 600,000 students in 176 school districts with over 100,000 students identified as having disabilities (Kentucky Department of Education, 2004). Specifically, the KDE researched and then developed a comprehensive plan based upon UDL foundations of accessible instruction. This statewide initiative included procurement and distribution of accessible digital curriculum materials and creation of an infrastructure of software tools for student use. An online accessible version of the state assessment with full technical support was also created from the ground up. DESCRIPTION OF THE PROBLEM The increased accountability found in No Child Left Behind (United States Department of Education, 2001) and benefits offered by technology were the driving forces behind the movement toward UDL, along with the growing research base it offers. The challenge faced by the KDE, as well as other state departments of education, was to find new ways to engage students with disabilities with the general curriculum to improve their educational performance. A secondary goal was to integrate UDL principles and technologies that could benefit all students, not just those with disabilities. In Kentucky, as well as across the nation, reading and writing skills play a significant role in the achievement scores obtained on standardized and non-standardized tests. These are particularly important to Kentucky's annual state assessment called the Commonwealth Accountability Testing System (CATS) (Kentucky Department of Education, 2002). These two areas were targeted, with particular emphasis placed on reading achievement and accompanying supports as targets for improvement. The state director of special education, Judy Mallory, and program services branch manager, Preston Lewis, worked closely to develop and institute these initiatives with the goal of improving overall student achievement. Through a partnership with the University of Louisville, a program staff was hired to facilitate and coordinate project initiatives with coordination from KDE. DESCRIPTION OF THE PRACTICE To address the areas of reading and writing skills, a four-pronged student-based approach was implemented initially by committee, then assigned to project staff. …