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Udl326

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    Udl326 Udl326 Presentation Transcript

    • Universal Design for Learning UDL Adapted from Who Am I in the Lives of Children Feeney, Christensen, Moravcik CAST and NAEYC
    • 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
    • Identifying a Child with Special Needs
      • Use your knowledge of child development and your observation skills
      • Early identification and appropriate intervention can avoid developmental problems that become more difficult to remedy as child gets older.
      • Not your role to diagnose a disability
      • Begin with observation
    • Observation Steps
      • Note the child’s strengths
      • Look at the ways he/she is functioning with others
      • Pinpoint ways that child’s behavior or skills concern you
      • Make written anecdotal records
      • Make objective statements about what you observe the child doing
      • Evaluate the problem behavior:
        • When is it occurring?
        • In what context does it occur?
        • Is it age appropriate?
    • Getting Help
      • Share concerns and observation notes with a co-worker or supervisor
      • Have your colleagues conduct independent observations
      • Be careful not to come to conclusions too quickly
      • Enlist the support of program administrators
      • Ask for ideas on community resources
    • 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
    • Suggested Teaching Strategies
      • With ALL Children:
      • 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
    • Developmentally Appropriate Practice: Inclusion
      • NAEYC’s Position Statement on Inclusion
      • Inclusion, as a value, supports the right of all children, regardless of their diverse abilities, to participate actively in natural settings within their communities. A natural setting is one in which the child would spend time had he or she not had a disability. Such settings include, but are not limited to, home and family, play groups, child care, nursery schools, Head Start programs, kindergartens, and neighborhood school classrooms.
    • Developmentally Appropriate Practice: Inclusion
      • Desired Results Access – State of California Program Standards for Child Development Division - http://www.draccess.org/
      • The program is inclusive of children with exceptional needs and consistent with their Individualized Family Service Plan or Individual Education Plan and provides an environment of acceptance.
    • 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
    • UDL in Early Education
      • A one-size-fits-all approach to education simply will not work!
      • Need to design curricula to meet the needs of diverse classroom populations
      • ALL children who attend early education programs will be successful in their development and learning.
      The Universal Design of Early Education: Moving Forward for All Children
    • Physical, Social, Emotional, Cognitive Learning Environments
      • Does every child:
      • 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’s strengths?
      The Universal Design of Early Education: Moving Forward for All Children
    • UDL in Infant/Toddler Environments
      • The physical environment
        • Enables all children to have access and equitable opportunities for full participation in all program activities.
        • Includes structures, permanent and movable equipment and furnishings, storage, and materials.
      • Health and safety components
        • Promote wellness and minimize risks and hazards for all children.
        • All children, regardless of health status or conditions, have ongoing access to learning without interruptions due to illness and injury
      • The social-emotional environment
        • Offers all children 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 Infant/Toddler Settings
      • The teaching environment
        • Gives all children equitable access to learning opportunities
          • information and activities in multiple formats
          • multiple means for engagement, expression, and learning.
        • Includes the curriculum, teaching practices, materials, 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
      • Family involvement practices
        • Support the equitable access and engagement of all families in the full range of experiences
        • Includes ongoing communication, learning opportunities, and program involvement activities
      The Universal Design of Early Education: Moving Forward for All Children
    • Physical Environment
      • How can the space be arranged to accommodate everyone?
      • How will children be seated to accommodate different motor abilities and activity levels so that everyone can move about or attend as needed?
      • What materials are needed to allow for the range of motor abilities?
      The Universal Design of Early Education: Moving Forward for All Children
    • Physical Environment
      • Expand the group meeting area so that all children can be present and focus their attention on the activities.
      • Provide varied seating options so each child may lie on the floor, sit on a mat or chair, or use specialized seating.
      • Use other materials of different sizes, textures, and shapes to help each child actively manipulate the objects for learning.
      The Universal Design of Early Education: Moving Forward for All Children
    • Health and Safety Practices
      • How should the physical space be arranged to ensure that all children can safely move around?
      • Is the flooring safe for all children to move about and be seated?
      • Do the planned activities accommodate all individual energy levels and health conditions?
      The Universal Design of Early Education: Moving Forward for All Children
    • Health and Safety Practices
      • Provide clear, wide paths throughout the classroom so each child may safely and easily reach the meeting area.
      • Ensure safe floor covering for safe passage for any child, including for example a child who is in a hurry, has visual impairments, or uses a wheeled stander.
      • Consider each child’s energy level and health conditions in planning activities.
      The Universal Design of Early Education: Moving Forward for All Children
    • Social-Emotional Environment
      • What strategies will ensure that all children are included, eliminating any barriers that might segregate or stigmatize a child?
      • How will I communicate necessary rules and expectations for behavior so that all children can understand?
      • How can I support children in interacting with, learning from, and helping one another?
      The Universal Design of Early Education: Moving Forward for All Children
    • Social-Emotional Environment
      • Invite and encourage all children to join in, using multiple means of communication (e.g., speaking English and/or children’s home language, signing, displaying symbols).
      • Give simple directions using multiple means (e.g., verbally, signed, in print, modeled) so each child may see, hear, and understand any rules and expectations.
      • Use books, songs, and communication that involve and represent all children, regardless of cultural predominance or linguistic and skill levels.
      The Universal Design of Early Education: Moving Forward for All Children
    • Family Involvement
      • What information will I share with families about this activity, and what forms of communication will I use?
      • What reading levels and languages should I keep in mind?
      • What opportunities for involvement can I provide that accommodate varied work demands and time constraints?
      The Universal Design of Early Education: Moving Forward for All Children
    • Family Involvement
      • Share information with families through a newsletter written at an appropriate level
      • Have key phrases translated into families’ home languages, and include photographs of children engaged in an activity.
      • Provide multiple opportunities for families to be involved
      • Bilingual parents might be willing to translate the information for monolingual families
      • Families could support their child’s involvement by asking specific questions about the activity and/or the book read to the group.
      The Universal Design of Early Education: Moving Forward for All Children