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  • 1. CONTACT US! Sally Norton-Darr  snortondarr@yahoo.com Christopher Bugaj  attipscast@gmail.com  @attipscast via Twitter  www.tinyurl.com/attipscast  www.attipscast.com For More Info: Facebook Site: http://iste.org/chewat http://bit.ly/atbookfb Download a PDF of this entire presentation at http://slideshare.net/attipscast
  • 2. DEFINITION & HISTORY
  • 3. Website Tweet or Text Hold Up Hand Show Paper Give us some examples3760737607
  • 4. Universal Design for Learning (UDL) is the practice ofembedding flexible strategies into the curriculum duringthe planning process so that ALL students can access a variety of learning solutions.
  • 5. Universal design for learning (UDL) is a framework forremoving barriers by anticipating the needs of all students. ©HIAT/MCPS/2007
  • 6. UDL principles…
  • 7. Short Video Explaining UDL: http://bit.ly/udlexplained1 Multiple Means of Representation Multiple Means of Action and ExpressionMultiple Means of Engagement
  • 8. AT & UDL GO HAND IN HAND Assistive Technology consists of DEVICES and SERVICES that help children with disabilities carr y out a functional activity in their environment.
  • 9. QUESTIONS FOR YOUWhen an IEP team meets, how do theyconsider assistive technology (per IDEIA)?How is this reflected in the IEP? Where is it documented?
  • 10. AND WE COME FULL CIRCLEWhen else do you consider the tools a studentwould be using? During the planning process when you were MOVE UDL approach. using a ME TO SEE THE ANSWER
  • 11. ACCOMMODATIONS If you have a piece of equipment already in the student’s environment, does it get listed as an accommodation?It’s based on need. If the student needs it MOVE ME TO SEE to guarantee FAPE, then it gets THE ANSWERIEP. documented in the
  • 12. AT CONTINUUM & LREThe possibilities are endless, so which toolsdo we look to implement first? Go from least restrictive MOVE ME TO SEE to most restrictive solutions. THE ANSWER
  • 13. SCENARIOS Go to the Google Doc. Come up with as many strategies as possible to help the person in the scenario. Leave those strategies in cells on the Google Doc. Google Doc: http://bit.ly/sunvalleychallenge
  • 14. Molly is a sixth grade student who is a super soccer player. She doesn’t feel like a champ in math class, though. She understands what the teacher is saying while explaining how and why to do long division but when it’s her turn to solve a division problem she seems to get lost. It’s hard to keep the numbers in the right places so that the correct subtraction will move her to the next step.How can we help Molly with the CCStandard 6.NS: Fluently divide multi-digitnumbers using the standard algorithm.
  • 15. Reading: Literature Alex is in Kindergarten. He loves his Legos and inventing great adventures with his action figures. He often loses focus during story time and has trouble answering questions about what the teacher has read.How can we help Alex with the CCStandard K.RL.1: With prompting andsupport, ask and answer questionsabout key details in a text?
  • 16. Science Mario is in ninth grade and loves to cook. He makes the best pizza and milkshakes. Everyday he talks about his favorite shows on the Food Network. Science is his least favorite subject. In Chemistry class, when asked about the Periodic Table, he makes silly jokes about the funny names of the elements and plays with the lab equipment.How can we help Mario with the IdahoScience Curriculum Guide Standard: 2.03USE THE PERIODIC TABLE: Describe theorganization of the periodic table.
  • 17. THIS IS……… Homework!: http://bit.ly/cecjeopardy
  • 18. RESOURCES & REFERENCES http://iste.org/chewathttp://bit.ly/idahocecbookmarkshttp://bit.ly/idahoclearinghouseDownload a PDF of this entire presentation: http://slideshare.net/attipscast