Universal Design for Learning

Universal Design - Inclusion http/www.coe.wayne.edu/wholeschoo Would you want to work at this school Why or why not http/www.coe.wayne

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Unformatted text preview: Inclusion http://www.coe.wayne.edu/wholeschoo Would you want to work at this school? Why or why not? http://www.coe.wayne. edu/wholeschooling/WS/Video/Suppor .html .html Do you think the children are benefiting from the collaborative arrangement? Why or why not? Do you think the teachers are benefiting from the collaborative arrangement? Why or why not? Discussion: Split into groups of 4. Write down your Split answers and put all of your names on the paper for attendance. paper Case study: • Andrew is 8 years old. He has Autism. Andrew has a language impairment that affects his communication skills as part of his Autism. He can request, label, and answer simple yes/no questions. He cannot answer wh­questions. Andrew knows 13 letter sounds and can read 30 words. He can also rote count to 30 and compute single digit addition problems using touch points on the numbers. Should Andrew participate in an inclusive settings? If so, how much time? If not, why? What parts of access to the general curriculum would benefit Andrew? Case Study Continued… Andrew also displays disruptive behaviors when: • • • There are changes in the routine He doesn’t understand the task He is denied access to something he requested Andrew’s disruptive behaviors include: • Hitting, throwing objects, laying on the ground, and yelling out Should Andrew participate in an inclusive settings? If so, how much time? If not, why? What parts of access to the general curriculum would benefit Andrew? Did your answers change? Why? How do you think general education teachers would feel about having Andrew in their class? How do you think other students feel about having Andrew in their class? Universal Design for Universal Learning UDL: A framework for allowing all UDL: A framework for allowing all students to access the general curriculum. What is UDL? UDL is an approach for instructing students with disabilities in the general education classroom. UDL was first introduced in 1999 by the Center for Applied Special Technology (CAST). It addresses individual learning differences based on brain research and new technologies. Universal Design originated in the field of architecture. In architecture, UD was used to make sure that structures were designed in a way that they were accessible for everyone (those with and without disabilities). The Curb Cut: An example of UD The curb cut is a universal design. All people (with and without disabilities can use it). • Examples: People who use wheelchairs People with strollers People with carriages People on skateboards People pulling wheeled suitcases Incorporating features into the design is more economical and aesthetically pleasing than modifications made after­the­fact. Why should I use UDL? UDL provides the framework for all students to learn. The law (IDEA '97) requires that all students are provided access to and given the opportunity to make progress in the general education curriculum. A one­size­fits all approach obstructs the progress of all students. The results of UDL benefit all students. How does UDL make learning How more accessible? more UDL takes into account the diverse needs of all students including: • • • • Interests Styles Abilities Disabilities In application, the diverse needs are addressed through modifications, accommodations, and adaptations. There is not a single design for everyone. Lessons are set up for all students (with and without disabilities) to have access to learning. The 3 Learning Systems in the The Brain Brain 1. Recognizing patterns 2. Generating patterns 3. Determining priorities The activity level of the each system and the interaction between them determines an individual’s learning style. The 3 Principles of UDL The UD curriculum must provide multiple representations of content. • Provide multiple modes of presentation for students to select from. Can include standard texts or lectures, visuals, auditory, etc. UD curriculum must provide multiple means of expression and control UD curriculum must provide multiple means of engagement and motivation. • Rather than only printed text, UD allows for other alternatives including video, art, music, use of computer technology, etc. • Implemented through adapted lesson planning designed for students’ interests. Universal Design in Summary Multiple means of: representation, expression, and motivation. Is this UD? Why or Why not? Michael receives simplified science instruction in the Resource room where there are less distractions so he can better focus on the content. The teacher enlarges print on all of the students worksheets so Caleb, who has a visual impairment, won’t feel different. Is this UD? Why or Why not? Mrs. Jacobs allows an instructional assistant to read social studies tests out loud to Annie who has a learning disability. Mr. Clumpner presents a unit on the weather using videos, pictures, and simulations. References Universal Design for Learning. Retrieved August 5, 2006, from http://www.cast. org/research/udl/index.html Personal IEP Personal Identify Supplementary aides and services you need. Identify the special education services of specially designed instruction you need. Identify your other educational needs. Identify the related services you need to be education in this class. Group Activity How many ways can you present material to your students? How many ways can your students respond? In what ways can the general curriculum be altered so that Andrew can access it? What other accommodations might Andrew need to be successful in the general education setting? ...
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This note was uploaded on 03/01/2011 for the course SPE 222 taught by Professor Bal during the Spring '08 term at ASU.

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