Diverse Learners, Inclusion, Technology, and Universal Design for Learning (UDL) Prepared by Dr. Carla Piper
Special Needs <ul><li>Everyone has special needs! </li></ul><ul><li>You will find as many distinctive needs as there are c...
The Exceptional Child <ul><li>A child with special needs </li></ul><ul><li>A child who is different enough from the “stand...
Individuals with Disabilities Education Act (IDEA) <ul><li>Mandates a free and appropriate education for all children ages...
Inclusion <ul><li>All children benefit by having children with range of abilities together in the classroom </li></ul><ul>...
Suggestions for Inclusion <ul><li>Find out what services are available to support your work with the student </li></ul><ul...
Suggested Teaching Strategies <ul><li>With ALL Students: </li></ul><ul><li>Respond to their interests </li></ul><ul><li>Fo...
UDL – Teaching Diverse Learners <ul><li>Learning disabilities such as dyslexia  </li></ul><ul><li>English language barrier...
Universal Design for Learning UDL for Inclusion <ul><li>Multiple means of representation   </li></ul><ul><ul><li>to give l...
Universal Design for Learning UDL with Technology <ul><li>Multiple means of representation   </li></ul><ul><ul><li>How can...
Three Primary Brain Networks <ul><li>Recognition networks </li></ul><ul><ul><li>Gathering facts </li></ul></ul><ul><ul><li...
UDL Changes Teaching <ul><li>Children with disabilities fall along a continuum of learner differences rather than constitu...
Physical, Social, Emotional, Cognitive   Learning Environments <ul><li>Does every student: </li></ul><ul><li>Feel welcome ...
UDL in Educational Environments <ul><li>The physical environment   </li></ul><ul><ul><li>Enables all students to have acce...
UDL in Educational Settings <ul><li>The teaching environment   </li></ul><ul><ul><li>Gives all students equitable access t...
National Education Technology Plan (NETP) <ul><li>U.S. Department of Education is developing a new National Educational Te...
Learning and Technology <ul><li>What do people need to learn? </li></ul><ul><ul><li>How can technology help meet changing ...
Assessment and Technology <ul><li>How can technology help in assessment? </li></ul><ul><li>How can technology measure what...
Use Technology to Tap Primary Brain Networks <ul><li>Students use recognition networks – What to learn? </li></ul><ul><ul>...
Resources <ul><li>CAST -  http://www.cast.org/research/udl/index.html   </li></ul><ul><li>Teaching Every Student (CAST) - ...
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551udl

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551udl

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

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