 great to be back and I want to get going fast. Today we're going to look at well how do you respond to differences in recognition systems. I talked about recognition systems to begin yesterday, how do you respond to them so we'll be looking today at this. How do we respond to individual differences specifically in that area and yesterday we ended the day with affective networks as you know but as Kathy said just a quick pickup. This has been extraordinary for us in that there's so many people here who are knowledge about UDL that we sort of came in at a you already know quite a bit level and where some people on the feedback that said I don't know what this is all about and so I'm just going to dip for four minutes so some of you this is going to be really familiar but to just give the sort of framing argument about universal time for learning and also because some people ask what's the difference between it and differentiate instruction and UPD and things like that so a little bit of framing okay and typically when I'm talking about universal time for learning I talk about the three words what is universal mean what does design mean and what is learning mean and I'm not going to do all three today but what is universal mean you can tell what universal means is how do we make education better for everybody and that means including and I was glad yesterday that somebody asked means kids who have disabilities it means gifted kids it means kids in the middle it means everybody what do we mean by learning is what we're going to be talking about these three days differentiating learning understanding what learning really is and so these three principles are about learning making sure that you understand that learning is about how information is taken in it's about how things are expressed and it's also about how we engage students and that's what the neuroscience of learning part is but design is the part I just wanted to take a minute to talk about what do we mean by design and this is partly well I don't want to say more so here's the entrance this is often the metaphor that we use it cast here's the entrance to a school building it's meant to provide access to the school to get you in but in fact one of our first students Matthew couldn't use that method of access he's physically disabled he can only he only has motor control of his chin and his eyes can't use his hands can't use his arms legs can't walk talk can't do any of those things so this way of getting into the school stairs are meant to be an access technology stairs allow people get in the building easier but they didn't work for Matthew they were in fact a barrier the very thing that was meant to make schools accessible for most people was a barrier for him because he was only mobile in an electric wheelchair which he drove with his chin and we had to teach him how to do that but it was fabulous became a kid who could communicate in Morse code and drive his wheelchair with his chin did everything with his chin because we attached him to a computer and he drove the computer and it was fabulous so that was where cast began actually with that work but when he met went off to school so he now could communicate he was mobile the very technology that enters the school did for him and the solution fixing it up after is expensive it's ugly you've all seen this in buildings where they've had to fix up the building after and we do this with all sorts of things everything from assistive technology to remedial programs to etc etc etc special classrooms we've tried to fix it up later and it's always expensive it's always it's not always ugly but anyway it's difficult to do in the aftermarket and one of the ways in which UDL differentiates from differentiated instruction for example is by the intentional design ahead of time to how do we make media materials that are designed from the beginning so that you aren't retrofitting it's too expensive too hard in doing differential instruction for teachers there's so much homework to get ready every night and stuff to make remake a curriculum which is not designed from the beginning to accommodate everybody so here's what happened in buildings if you try to do it afterwards you build the building and then you say now we need to make it accessible that's when it's hard difficult and expensive in architecture a movement came up called universal design which is hey let's make the buildings from the beginning so that everybody can use them that turned out to be cheaper turned out to be you could make them beautiful instead of ugly this is the entrance to the Louvre in Paris and here's an elevator here's the stairs what they did was design again the movement and every architects learn user he learns universal design now it's part of being an architect that you learn you need to make buildings that everybody can use the sad part is that every school building is now universally designed but our curricula are not and the change that universal design for learning about is we need to do the same thing for the curriculum we do for the building there's we need to make buildings that everybody can use we need to make a curriculum that everybody can use intentionally from the beginning rather than making teachers fix it up later so a couple things to say about the Louvre entrance which is nice is that notice it isn't that there's one way to move around in the Louvre you can take the elevator or you can take the stairs and all of us that one of the key principles of UDL is provide choice some days you're going to want to use the stairs because you had a big breakfast and you want the exercise other days you're carrying luggage you're got a baby carriage whatever you want to take the elevator so providing alternatives is key and you'll see in everything that we talk about in UDL providing options other ways to do things is the key not that there's one universal way to do it so the Louvre has options and here's some characteristics of universal designs you design for very beautiful the outside you make a building everybody can use from the beginning so you don't have to fix it up later you provide options and alternatives stairs and elevators the options benefit everyone the fact that we have elevators everybody likes the fact that you have ramps everywhere means that if you have baby carriages and strollers and blah blah all of those things that in fact we can all get around the building I always think that there should be a slight tax on luggage makers you know all the roller boats the roller boards used on the airplanes none of those would be useful if there weren't ramps everywhere in the airport because you'd have to be picking up your suitcase and logging it up the stairs but the fact that people with disabilities made the airport have ramps in it has made it so that the roller board industry flew off the handle because everybody can assume there are ramps everywhere now which is fabulous so options benefit everyone we are glad there's ramps everywhere because we get to pull around our baby carriages and our strollers and our suitcases and all of that so that's the idea of universal design