David Rose

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Universal Design for Learning

Journal of Special Education Technology, Sep 1, 2000

Last month I was asked to testify before the Senate Appropriations Committee on the future of edu... more Last month I was asked to testify before the Senate Appropriations Committee on the future of educational technology. Since my testimony was almost exclusively about special education technology, and very related to the issues of this column, I thought I would print my remarks in this journal. What follows is the actual written version; the oral remarks were slightly different in delivery (I flubbed up in a few places due to stage-fright) but not in substance. My name is David Rose and I am the co-executive director of CAST, the Center for Applied Special Technology. I welcome the opportunity to speak with you today. The fact that I have been asked to testify on the educational technology needs of disabled students demonstrates that the Congress understands how essential new educational technology is for ALL students. Members of this committee were central in the passage of numerous pieces of landmark legislation over the past 30 years. Section 504 of the Rehabilitation Act of 1973, the Individuals with Disabilities Education Act 1975, Section 508 of the Rehabilitation Act of 1988 and 1998 and the Americans with Disabilities Act in 1990 are all landmark pieces of legislation. Because of these laws, many things formerly thought to be impossible for individuals with disabilities are now not only possible, they are commonplace. Among those commonplace results is the fact that individuals with disabilities now have a right to a free appropriate public school education, and can expect to find educational buildings that are physically accessible to them. It remains a tragedy however, that the curricula -the materials and methods for leaning inside those buildings -are too frequently NOT available or accessible to students with disabilities. At this moment in history, when innovative new educational technologies are being designed and distributed to classrooms, there is a unique and urgent opportunity to right this injustice. If this opportunity is seized, the future will see disabled people making contributions to our society that were envisioned with the passage of these landmark pieces of legislation. Moreover, the strategic appropriation of funds at this time will result in more effective use of educational dollars and a subsequent reduction of people having to go onto SSI and SSDI programs because they are not qualified to work in the jobs of the future. The overall benefits will be shared not only by children with disabilities, but by ALL children.

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Cognitive and learning difficulties and how they affect access to IT systems

Universal Access in the Information Society, 2007

Abstract In October 2005, the IBM Human Ability and Accessibility Center and TJ Watson Research C... more Abstract In October 2005, the IBM Human Ability and Accessibility Center and TJ Watson Research Center hosted a symposium on &amp;amp;amp;amp;amp;#x27;&amp;amp;amp;amp;amp;#x27;cognitive and learning difficulties and how they affect access to IT systems&amp;amp;amp;amp;amp;#x27;&amp;amp;amp;amp;amp;#x27;. The central premise of the symposium was the recog-

Using the Universal Design for Learning Framework to Support Culturally Diverse Learners

Journal of Education, 2012

This article describes the mechanism through which cultural variability is a source of learning d... more This article describes the mechanism through which cultural variability is a source of learning differences. The authors argue that the Universal Design for Learning (UDL) can be extended to capture the way in which learning is influenced by cultural variability, and show how the UDL framework might be used to create a curriculum that is responsive to this cultural dimension of learning. We also suggest that when used in this way, the UDL framework may not only reduce barriers for culturally diverse learners, but also increase the learning opportunities for all learners—helping them to develop proficiency in a broader range of expressive, analytic, and cognitive styles that are crucial to success in the twenty-first century.

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Providing New Access to the General Curriculum

TEACHING Exceptional Children, 2002

What does it mean for special education students to have access to the general curriculum-especia... more What does it mean for special education students to have access to the general curriculum-especially those who have formerly been limited to special education curriculums? How can students effectively participate and make progress in the general curriculum? What new tools, methods, and approaches are needed-and are being implemented? In our view, the answers to these questions depend on changes that we must make in the general curriculum to provide such access and participation. In so doing, we will create a curriculum that is better not just for students with disabilities but for all students. This article examines what we mean by access, participation, and progress in the general education curriculum and suggests a new framework for curriculum reform that holds promise for students with disabilities, in particular, and raises countless possibilities for all students. The article presents the Universal Design for Learning (UDL) as a framework for curriculum reform that takes advantage of new media and new technologies for learning (Hitchcock, Meyer, Rose & Jackson, 2002; Rose & Meyer, 2002; see box, "UDL Curriculum in a Nutshell"). What's Going On Now: Retrofitting the "Core" General Curriculum Is There Such a Thing as a Homogeneous Classroom? The assumption that there is a "core" group of learners that is mostly homogeneous, outside of which other learners fall, is itself flawed. Common sense, and increasingly neuroscience, 8 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

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Access, Participation, and Progress in the General Curriculum

Let the Questions Be Your Guide: MBE as Interdisciplinary Science

Mind, Brain, and Education, 2011

From its inception, the field of Mind, Brain, and Education (MBE) has been conceived as an interd... more From its inception, the field of Mind, Brain, and Education (MBE) has been conceived as an interdisciplinary science, and with good reason: The phenomena the field aims to understand often arise from interactions among multiple factors, span levels of analysis, and are context dependent. In this article, we argue that to reach its potential as an interdisciplinary science-and in order to explain such complex phenomena-MBE must be fundamentally organized around meaningful, discipline-spanning questions, and the questions must determine tools and research methods (not the other way around). Using examples from three central questions in MBE-''who,'' ''when,'' and ''how''-we highlight the limits of single disciplines, and the value of a questiondriven interdisciplinary approach in MBE, with respect to questions that can be asked, the perspectives that can be considered, and the array of methods, tools, and models that can be made available. We believe that the future is bright for MBE, and that the field has a unique opportunity to provide meaningful answers to some of the most difficult questions in education today. However, realizing this potential depends on, as a first step, allowing the questions themselves to drive the field's work moving forward. Mind, Brain, and Education (MBE) was always intended as a science that transcended the boundaries of disciplines, and with good reason: The phenomena the field aims to understand are often complex; that is, they emerge from interactions among many factors, span multiple levels of analysis and time scales, and are highly sensitive to the local context (Fischer & Bidell, 2006). Explaining such complex phenomena requires an interdisciplinary perspective, something that MBE scholars accept in principle. But principle and practice are not the same. Accepting that questions in MBE are interdisciplinary has consequences for the field: It means attention must be paid

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What Can Technology Learn from the Brain?

Breakthrough Teaching and Learning, 2011

Much of this book, like most writing on educational technology, focuses on what we can learn from... more Much of this book, like most writing on educational technology, focuses on what we can learn from technology. This chapter takes the opposite point of view: what technology can learn from us. We have chosen this contrarian route for several reasons. First, as educators who develop technology (both of us work at CAST, on educational research and development organization), we are always looking for ways to develop better learning technologies. At least for the present, there is no better learning (or teaching) technology than the human brain, so we are continually looking at how the brain goes about the tasks of learning and teaching. What can we, as educators who design technology, learn about better design from the ways in which our own brains are designed?

Universal Design for Learning: meeting the challenge of individual learning differences through a neurocognitive perspective

Universal Access in the Information Society, 2007

... in reading achievement for students using one of these prototype digital reading environments... more

Learning to Read in the Digital Age

Mind, Brain, and Education, 2009

The digital age offers transformative opportunities for individualization of learning. First, mod... more The digital age offers transformative opportunities for individualization of learning. First, modern imaging technologies have changed our understanding of learning and the sources and ranges of its diversity. Second, digital technologies make it possible to design learning environments that are responsive to individual differences. We draw on CAST's research and development on universal design for learning to suggest the potential of digital reading environments that are designed to support learning and engagement by addressing the diversity in learners' representation, strategic and affective networks. Optimal customization depends on continued advances in the digital tools of the neurosciences and the design and enactment of digital learning environments. Bruce Fullan, one of the most widely read educational theorists, recently published a slim and provocatively titled book called Breakthrough (Fullan, Hill, & Crevola, 2006). In this book, he and his coauthors argue persuasively that most educational reform movements ultimately falter because they hit the same glass ceiling, a ceiling imposed by the limits of mass, standardized, educational methods. A true breakthrough in education can come only, he argues, when that ceiling is broken-when instruction is ''personalized'' rather than standardized. The argument for personalization-for making more effective matches between instructional methods and individual learners-is not new or unique. The failure of our schools to individualize instruction stems not from resistance to the idea itself but from the inability to implement it effectively. Effective implementation would require at least two important things: (a) a clearly articulated view of learners and their differences that would be relevant and significant for making

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Plato revisited: Learning through listening in the digital world

Recording for the Blind & Dyslexic, 2007

... important way to learn in the digital age (as well as communicate, entertain, etc.). But it P... more

Diseño Universal en educación post-secundaria. Algunas reflexiones sobre sus principios y aplicaciones para la enseñanza

portal.perueduca.edu.pe

... y aplicaciones para la enseñanza. David H. Rose, Ph.D. i Wendy S. Harbour Catherine Sam Johns... more

Assistive technology and universal design for learning: Two sides of the same coin

Handbook of special …, 2005

Over the past decade, evolving technologies have revolutionized the way we do business, communica... more

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