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Ma4 pughs
Ma4 pughs
Ma4 pughs
Ma4 pughs
Ma4 pughs
Ma4 pughs
Ma4 pughs
Ma4 pughs
Ma4 pughs
Ma4 pughs
Ma4 pughs
Ma4 pughs
Ma4 pughs
Ma4 pughs
Ma4 pughs
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Ma4 pughs

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  • 1. Universal Design for Learning Sonja G. Pugh EDUC 7108 / Module 3 Walden University Spring 2012
  • 2. Universal Design forLearning Presentation for Decatur County Teachers
  • 3. Role of Technology Brain ResearchInspiration UDL Three CAST Neural online Network tools s
  • 4. What inspired UDL?UDL was inspired by the needto address the various needsof students with disabilities thatlimit their ability to learn, suchas being visually or hearingimpaired, learningdisabilities, and physicallyimpaired.
  • 5. Three Neural Networks Recognition Strategy Affective The ability to The ability to The ability to understand and plan, make emotional interpret implement, & connections to information measure skills the learning through the process senses (see, hear, taste, touch, & smell) What of Learning Why of Learning How of LearningCAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
  • 6. UDL and Technology Technology has amajor role to play in the UDL process. There are manyproducts that havebeen developed toassist learners with disabilities.
  • 7. Technology used in UDL Computers E-Books Multimedia Assistive Tools
  • 8. How Does UDL Impact Student Learning? Promotes a positive learning experience for all students regardless of disabilities by reducing barriers UDL coupled with technology can accommodate the needs of students and also provide an environment that’s engaging and challenging
  • 9. Brain Research and Learning DifferencesIn summary, brain research indicatesthat learning is done through variousmethods such as the primarysenses, emotionalconnections, language andbehavior, and a release of one’s brainchemicals at specific stages in life.
  • 10. How Does UDL supportcultural, ethnic, linguistic, an d academic diversity
  • 11. Principle 1: Multiple Means of RepresentationLearners differ in the ways that they perceive andcomprehend information that is presented to them. Forexample, those with sensory disabilities (e.g., blindness ordeafness); learning disabilities (e.g., dyslexia); languageor cultural differences, and so forth may all requiredifferent ways of approaching content. Others may simplygrasp information quicker or more efficiently throughvisual or auditory means rather than printed text. Alsolearning, and transfer of learning, occurs when multiplerepresentations are used, because it allows students tomake connections within, as well as between, conceptshttp://www.udlcenter.org/aboutudl/udlguidelines/principle1
  • 12. Principle 2: Provide Multiple Means of Action and ExpressionVary methods of response and navigationOptimize access to tools and assistive technologiesUse multiple media for communicationUse multiple tools for construction and composition
  • 13. Principle 3: Provide Multiple Means of EngagementOptimize individual choiceOptimize relevance, value, & authenticityMinimize threats and distractionsRestate goals. Use rubrics
  • 14. CAST Tools• UDL Lesson Builder- Helps educators todesign lessons/units of study to meet thediverse learning challenges, skills, &background of students in today’s classes.•UDL Book Builder- Enables educators tdevelop their own digital books to supportreading instruction literacy learning.•UDL Guidelines- A set of principles fordesigning curriculum that provides allindividuals with equal opportunities to learn.(CAST, 2011)
  • 15. ReferencesCAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.Microsoft Graphics.com

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