Md3 assgnbrady s

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Universal Design for Learning

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Md3 assgnbrady s

  1. 1. Shirley BradyEDUC7109-Module 3 Walden University Spring 2013
  2. 2.  UDL was prompted by the necessity to meet the needs of all learners that have restricted capabilities that decrease their ability to learn. These disabilities include but are not limited to visual or hearing impairments, learning disabilities, and restricted physical mobility.
  3. 3.  Cast UDL Lesson Builder-http://lessonbuilder.cast.org/This website contains many useful tools and resources.
  4. 4. The surroundings in which a learner is required to learn in has a lot to do with the leaning that will actually take place. Instances in a physical environment that lend themselves to UDL for implementation are students with physical disabilities, (learning or physical). These barriers can be diminished by differentiated instruction. The activities need to be intellectually stimulating, eye- catching, and flexible.Resources: Large print books/assessments, computers, iPads, flashcards, modi fied questions and answer choices
  5. 5.  Recognition: The capability to identify and understand information by using the five senses (hearing, smelling, tasting, seeing, and touching) Strategy: The competence of planning, implementation, and accessing skills Affect: The power to make poignant association to the learning process
  6. 6.  Technology plays a huge role in the UDL method. Emerged 21st century technology offers many devices that support learners with disabilities. Examples:  Computers with alternative input devices such as speech synthesizers  Touch screen devices (I-Pods touch and I-Pads) can assist learners that have not developed fine motor skills or with limited mobility to access materials and apply their knowledge with the touch of a finger.  Digital Talking Books have large text and digital imagery
  7. 7.  Builds maximum flexibility into the curriculum ELL learners can experience participation in oral discussions and presentations that technology provides through editing privileges such as spell check and correct grammar usage Provides source of knowledge such as translation Builds on the strengths of each learner Allows lesson to be presented in multiple ways
  8. 8. Research reveals that the learning takes placethrough a variety of methods. These methodsinclude the five senses, poignantassociation, language and behavior, and at acertain stage of life the brain chemicals release.Research also shows that there are learningdifferences between genders, and equally asmany within genders. It has been proven thatstudents learn differently and has his or herown collection of strengths and weaknesses.
  9. 9.  Boys are most likely to be diagnosed with learning disabilities, including ADHD, and exhibit signs earlier. Boys tend to lag behind in language, attention in fine motor skills, especially in elementary school. Girls are most likely to struggle with spatial learning, especially math. Girls are most likely to exhibit signs of anxiety or depression due to schoolwork.Reference: http://www.washingtonparent.com/articles/1201 /gender.php
  10. 10.  UDL has many suggestions on instructions and learning. It is a very useful tools for teachers when planning their lessons. The UDL model allows them to determine whether or not their lesson was designed to fulfill the academic need of each student through the use of technology, differentiation of instructions, or through the use of tools and resources. The students in the classroom where the UDL model is implemented will see a reduction in learning barriers and the lessons will become engaging and more meaningful.
  11. 11.  Cast UDL Lesson Builder- The CAST Universal Design for Learning (UDL) Lesson Builder provides educators with representations and tools to design and adapt lessons that increase access and participation into the regular education curriculum for students. Source: http://lessonbuilder.cast.org/
  12. 12.  CAST UDL Modules Module One, Introduction to UDL offers an overview of UDL by addressing the three principles of UDL, the connection of UDL to neuroscience, and the impact of UDL on curriculum. Module Two, Applying UDL to Lesson Development, provides practice applying the UDL principles and guidelines to instructional goals, methods, materials, and assessments. Source: http://www.cast.org/pd/OnlineModules/
  13. 13.  UDL Editions take advantage of the flexibility of digital media to reach and motivate all learners. This also takes reading to yet another level. Leveled supports and the Text help Toolbar balance challenge and support for each learner, ages 10 and up. This resource becomes a very valuable tool when teaching literature and other reading instructions. Source: http://udleditions.cast.org/
  14. 14.  Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: a guide to classroom practice. Corwin Press. Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes http://lessonbuilder.cast.org/ Retrieved April 9, 2013

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