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551udl 551udl Presentation Transcript

  • Diverse Learners, Inclusion, Technology, and Universal Design for Learning (UDL) Prepared by Dr. Carla Piper
  • Special Needs
    • Everyone has special needs!
    • You will find as many distinctive needs as there are children
    • Every child requires attention to his/her individual characteristics
    • An individualized approach is required for every child
  • The Exceptional Child
    • A child with special needs
    • A child who is different enough from the “standard” or “average” child to require special methods, services, and possibly equipment in order to attain desired learning objectives.
    • May differ at rate at which they learn
    • May learn in different ways
    McCormick 1994
  • Individuals with Disabilities Education Act (IDEA)
    • Mandates a free and appropriate education for all children ages 3-21
    • Educational services are to be provided in the “least restrictive environment”
      • Educate each child in the same school he/she would attend if no disability existed
      • Children with disabilities to be included with typically developing peers
      • Educated in regular school programs
  • Inclusion
    • All children benefit by having children with range of abilities together in the classroom
    • Assumes that all children differ in:
      • Abilities
      • Interests
      • Needs
    • Classroom environment can be designed to provide learning experiences for every child.
    • Provides valuable lessons in caring and helping
    • Involves making some modifications in the curriculum and in the classroom
  • Suggestions for Inclusion
    • Find out what services are available to support your work with the student
    • Brainstorm with experts and consultants on how you can best support the development of the student
    • Ask yourself: “How can I make instructional time relevant to this student and also meet needs of the other students?”
    • Be flexible and open to learning new things
    • Include possibilities for using assistive technologies to help provide an inclusive learning environment
  • Suggested Teaching Strategies
    • With ALL Students:
    • Respond to their interests
    • Focus on what they are intending to communicate rather than their actual work
    • Arrange the learning environment to promote engagement and interactions with peers
    • Use open-ended and thought-provoking questions to assist them in interacting successfully with people and materials.
    • Use modeling and assist them to learn through observation and interaction with their peers
    • Brainstorm possibilities for using assistive technologies.
  • UDL – Teaching Diverse Learners
    • Learning disabilities such as dyslexia
    • English language barriers
    • Emotional or behavioral problems
    • Lack of interest or engagement
    • Sensory and physical disabilities
    One-size-fits-all approach to education simply does not work! How can teachers respond to individual differences? CAST
  • Universal Design for Learning UDL for Inclusion
    • Multiple means of representation
      • to give learners various ways of acquiring information and knowledge
    • Multiple means of action and expression
      • to provide learners alternatives for demonstrating what they know
    • Multiple means of engagement
      • to tap into learners' interests
      • offer appropriate challenges
      • increase motivation
    CAST
  • Universal Design for Learning UDL with Technology
    • Multiple means of representation
      • How can technology help learners acquire information and knowledge?
    • Multiple means of action and expression
      • How can technology provide alternative ways for students to show what they know ?
    • Multiple means of engagement
      • How can technology tap into learners' interests, challenge students, and increase motivation?
  • Three Primary Brain Networks
    • Recognition networks
      • Gathering facts
      • How we identify and categorize what we see, hear, and read
      • Identifying letters, words, or an author's style are recognition tasks—the "what" of learning
    • Strategic networks
      • Planning and performing tasks
      • How we organize and express our ideas
      • Writing an essay or solving a math problem are strategic tasks—the "how" of learning
    • Affective networks
      • How students are engaged and motivated
      • How they are challenged, excited, or interested
      • These are affective dimensions—the "why" of learning
    CAST
  • UDL Changes Teaching
    • Children with disabilities fall along a continuum of learner differences rather than constituting a separate category.
    • Teachers adjust for learner differences for ALL children , not just those with disabilities
    • Curriculum materials should be varied and diverse
      • including digital and online resources
      • not merely a single resource
    • Teachers allow for flexibility to accommodate learner differences rather than set curriculum
  • Physical, Social, Emotional, Cognitive Learning Environments
    • Does every student:
    • Feel welcome as a full and equal member in your classroom?
    • Access and engage in all learning opportunities during your day?
    • Learn according to his or her individual strengths and interests?
    • Demonstrate his or her learning in ways that reflect individual strengths?
    The Universal Design of Early Education: Moving Forward for All Children
  • UDL in Educational Environments
    • The physical environment
      • Enables all students to have access and equitable opportunities for full participation in all program activities.
      • Includes structures, permanent and movable equipment and furnishings, storage, materials, and assistive technologies.
    • The social-emotional environment
      • Offers all students equitable access to and full membership in the social-emotional life of the group
      • Supports their social-emotional development
    The Universal Design of Early Education: Moving Forward for All Children
  • UDL in Educational Settings
    • The teaching environment
      • Gives all students equitable access to learning opportunities
        • information and activities in multiple formats
        • multiple means for engagement, expression, and learning.
      • Includes the curriculum, teaching practices, materials, technologies, and activities
    • Individual assessment and program evaluation practices
      • Provide multiple approaches to finding out what children know and can do
      • Equitably assess individual learning, development, and educational progress
    The Universal Design of Early Education: Moving Forward for All Children
  • National Education Technology Plan (NETP)
    • U.S. Department of Education is developing a new National Educational Technology Plan looking at how to improve education through the innovative use of technology (2010)
    • Provide a vision for how information and communication technologies can help transform American education.
    • Universal Design for Learning (UDL) will be incorporated in the National Education Technology Plan
  • Learning and Technology
    • What do people need to learn?
      • How can technology help meet changing goals of education?
    • How do people learn?
      • How does the use of technology support learning?
    • Who needs to learn?
      • How can technology support learning for ALL students including those with diverse needs?
    • Where and when do we learn?
      • How does technology enable us to learn anywhere? Anytime?
  • Assessment and Technology
    • How can technology help in assessment?
    • How can technology measure what matters (performance)?
    • How can technology provide the information that enables continuous improvement processes at all levels of the education system.
    • How can technology provides access to data for students, teachers, parents, administrators?
  • Use Technology to Tap Primary Brain Networks
    • Students use recognition networks – What to learn?
      • Gather facts and learning to discriminate
      • Locate , evaluate, and use information
      • Interact with real-time events and with authentic sources
    • Students use strategic networks – How to learn?
      • Plan and perform tasks
      • Organize and express ideas and creativity
      • Word Process , present, create video, music, etc.
      • Interact and solve real-time problems
    • Students use affective networks – Why learn?
      • Engaged and motivated
      • Challenged, excited, and interested
  • Resources
    • CAST - http://www.cast.org/research/udl/index.html
    • Teaching Every Student (CAST) - http://www.cast.org/teachingeverystudent/
    • National Education Technology Plan - http://www.ed.gov/technology/netp-2010
    • UDL National Center - http://www.udlcenter.org/
    • NAEYC - The Universal Design of Early Education: Moving Forward for All Children - http://journal.naeyc.org/btj/200609/ConnPowersBTJ.pdf
    • NCIP - http://www2.edc.org/NCIP/