In recent years, federal law (IDEA, NCLB) has required states to provide
students with diverse needs, including those with disabilities, opportunities
to access and make progress in the general education curriculum. However, providing equal access to the curriculum involves much more than supplying
every student with a textbook or a computer.
Educators must ensure
that subject matter is cognitively challenging and that all students are actively engaged in learning. In addition, students need
to be appropriately supported—regardless of their developmental
level, cultural background or learning style.
Universal Design for Learning (UDL) is a five-day intensive program designed specifically to help educators meet the challenge of teaching
diverse learners in inclusive, standards-based classrooms. The institute provides a blueprint for creating flexible goals,methods, materials and assessments that enable students with diverse needs and learning styles to succeed in the classroom.
Curriculum Overview
The UDL Solution
UDL mirrors the universal design movement in architecture
and product development. From the outset, UDL considers the needs of
the greatest number of possible users; eliminating the need for costly,
cumbersome, and after-the-fact adaptations.
UDL principles help educators customize their curriculum to serve learners
with a wide variety of individual differences. A universally-designed
curriculum (Rose and Meyer) offers:
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Multiple means of representation to give learners a variety of ways
to acquire information and knowledge
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Multiple means of action and expression to provide learners with alternatives
for demonstrating what they know
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Multiple means of engagement to tap into learners' interests, challenge
them appropriately and motivate them to learn
Realizing the promise of UDL requires the
collaboration of experts in teaching, educational administration, policymaking,
technology, and publishing. The institute will help teachers, administrators,
and policy makers better understand their responsibilities to diverse
learners. It also provides practical, hands-on solutions for reaching
and teaching all learners.
The Curriculum
Through a variety of teaching and learning methods—plenary sessions, panel discussions, and question and answer sessions—you will gain a greater understanding of how to provide full access to the general curriculum for all learners.
In small discussion groups, you will consider the implications of the issues raised in large group sessions. Session leaders include Harvard faculty, senior staff from CAST (Center for Applied Special Technology) and national experts. Additional optional sessions enable participants to share insights from their own experience—providing important opportunities to interact and learn from colleagues.
Institute Schedule
The program, held at the Harvard Graduate School of Education, begins with registration in the early morning of Monday, July 6 and ends in the early afternoon of Friday, July 11. A full schedule of sessions is held each day. Full-time participation and preparation are required throughout the institute. Participants are expected to free themselves of all work obligations during the program.
What You Will Learn
The institute addresses crucial questions about how to provide full access to the general education curriculum for all learners—especially those with disabilities—through Universal Design for Learning. The approach prepares educators to meet the challenge of teaching diverse learners in inclusive, standards-based classrooms. During the institute you will:
- Analyze the latest brain research on diverse learners. Consider how
scientific discoveries about the brain are reshaping
our understanding of how individuals learn. Identify what motivates students
in the classroom.
- Acquire practical, classroom-based
and school-based applications
of UDL. Address the diversity of
students in the classroom. Design curriculum to take
advantage of the new technologies.
- Customize teaching and learning using
new technologies. Review which multimedia tools offer more than “bells
and whistles.” Understand how flexible technology compares with
traditional print media as a learning tool.
- Consider new federal and state policies that support the
Universal Design approach. Understand how IDEA ‘04 and
NCLB address the educational needs and abilities of children with
disabilities and how UDL can meet those needs.
- Explore new frontiers in the delivery of curricular content. Review the new National Instructional Materials Accessibility Standard
(NIMAS) and how will it change the way classroom materials
are developed.
Who Should Attend
This institute will benefit:Directors of curriculum and instruction; special education directors, teachers, and aides; general education teachers and aides; school principals and assistant principals; superintendents and assistant superintendents;
parents; disability advocates; and local, state, and federal education leaders are encouraged to attend. District-based teams of educators will also find the institute helpful.
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Benefits of Attending
• Learn practical classroom and school-based applications of UDL
• Customize teaching and learning using new technologies
• Study the latest brain research on diverse learners
• Consider new federal and state policies that support the UDL approach
• Explore new frontiers in the delivery of curricular content |
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2009 Faculty
Thomas Hehir, Institute
Co-chair, Professor of Practice in Education and Director of the School
Leadership Program at the Harvard Graduate School of Education. He is
the former Director of the Office of Special Education Programs, U.S.
Department of Education, Washington, D.C.
Thomas Hehir, received the Martha H. Ziegler Founder's Award award from the Federation for Children with
Special Needs.
David Rose, Institute Co-chair, Lecturer on Education, Harvard Graduate School of Education; Co-founding Director and Chief Scientist, Cognition & Learning, CAST. Rose specializes in developmental neuropsychology and the universal design of learning technologies.
Sheldon H. Berman, Superintendent, Jefferson County Public Schools, Louisville, Kentucky. Berman previously served as the superintendent of the Hudson (MA) Public Schools, While there, he initiated innovations in civics education, social-emotional learning, mathematics and science reform, high school restructuring, teacher evaluation and computer technology.
William Henderson, Principal, Patrick O'Hearn Elementary School, Boston, MA. Henderson has created a model of inclusion and success for children with disabilities in school and as adults
engaged in their community.
Grace Meo, Director, Professional Development and Outreach Services, CAST. Meo has led state-level initiatives to train educators in the use of
universally-designed curricula.
Jon Mundorf, Teacher, Tommie Barfield Elementary School, Marco Island, FL. Mundorf teaches fifth grade and utilizes the Universal Design for Learning framework to meet the multiple challenges of teaching diverse learners in his inclusive, standards-based classroom.
Joy Zabala, Project Manager, Accessible Instructional Materials (AIM) Consortium, CAST. Zabala focuses on the development of scalable
systems and practices that support the improvement of the quality, availability, and timely delivery of accessible instructional materials to K–12 students with print disabilities.
General Information
Registration & Program Fee
The program fee $1,795 includes tuition, a resource binder of articles and handouts, daily refreshment breaks, and an opening reception. Participants receive a certificate of completion and a letter confirming clock hours of instruction.
Registration is accepted on a first-come, first-served basis. Full payment must be received within 30 days of registration. Participants are responsible for their own travel and accommodation
expenses.
Group Registrations
You will be asked to identify your group name during registration. In order to help us best serve your group, please try to use the same identifier as your teammates, e.g. “Cambridge High School Group,” or “Essex County Group,” or “John Harvard’s Cambridge Team.”
Please note that we are unable to offer group discounts.
We ask that changes to group participant lists take place at least two weeks prior to the start date of the program. If individual or team replacements are made within 14 days of the program start date, PPE may not be able to incorporate these changes into some or all of the program materials. We will make our best effort to incorporate requested changes where possible.
Cancellation Policy
Cancellations must be submitted via fax or email. Full refunds will be given up to 30 days prior to the start of the program. Due to program demand and pre-institute preparations, cancellations received 29–14 days prior to the start of the program are subject to a fee of 10% of the program tuition. Cancellations received within 13 days prior to the start of the program and no-shows are subject to the full program tuition. Please note: Cancellation fees are based upon the date the written request is received.
The Harvard Graduate School of Education reserves the right to change faculty or cancel programs at its discretion. In the unlikely event of
program changes, the school is not responsible for non-refundable travel arrangements or other planning expenses incurred.
Accommodations
Hotel accommodations are made available to participants
at a reduced rate. Travel and hotel accommodations are the responsibility of the individual participant.
Currier House Dormitory
This Harvard dormitory is a 15 minute walk from class. Each participant is assigned a single room, and
shares a bathroom. While housing facilities are comfortable, they are also
quite spartan. Linens are provided. The cost for room
and breakfast is $115 per night.
Harvard Square Hotel
$165/ plus tax
Reservations: 800-458-5886
Reference:HGSE Universal Design for Learning
Sheraton Commander Hotel
$175.00 (single/double)
This rate is offered on a space available basis
Reservations:888-627-7121
Deadline: June 12, 2009
Reference:HGSE, Universal Design For Learning
www.sheraton.com/commander
Further Information
800-545-1849 • ppe@gse.harvard.edu
The Harvard
Graduate School of Education reserves the right to cancel the program
or change faculty at its discretion. In the unlikely case of the program changes,
the school is not responsible for non-refundable travel arrangements
or other planning costs incurred.
The Harvard Graduate School of Education affirms the right of all individuals to equal treatment in education without regard to race, age, religion, sex, marital status, sexual orientation, handicap, national origin, or any other considerations that are extraneous to effective performance. The Harvard Graduate School of Education will accommodate anyone with disabilities
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