UDL Presentation - Module 3 - EDUC 7109

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UDL Presentation - Module 3 - EDUC 7109

  1. 1. U niversal D esign for L earning Wandra Coffield EDUC 7109 ~ Module 3 Walden University Fall 2010
  2. 2. <ul><li>UDL was inspired by the need to address various needs of learners who may have disabilities that limit their ability to learn, such as being visually or hearing impaired, learning disabilities, and limited physical mobility. </li></ul>
  3. 3. <ul><li>Examples in a physical environment that lay a foundation for applying the principles of UD to learning would be classroom settings in which the teacher has a class of disabled students (learning or physical disabilities) in which she needs to reduce those barriers for learning by providing differentiated instruction that will be challenging, engaging, and flexible. </li></ul><ul><li>Resources the teacher may decide to use could be items such as: </li></ul><ul><ul><li>printed flash cards </li></ul></ul><ul><ul><li>books written in Braille </li></ul></ul><ul><ul><li>books printed in large text, or assessments in which each question is printed on one page with a modified amount of answer choices. </li></ul></ul>
  4. 4. <ul><li>Recognition - The ability to identify and understand information through the primary senses (hear, see, taste, touch, smell) </li></ul><ul><li>Strategy - The ability to plan, implement, and measure skills. </li></ul><ul><li>Affect - The ability to make emotional connections to the learning process </li></ul>
  5. 5. <ul><li>Technology has a major role to play in the UDL process. There are many products that have been developed to assist learners with disabilities. These include items such as: </li></ul><ul><ul><ul><li>E-books and E-book devices which have features for text-to-speech, increase in text size, and digital imagery. (e.g. Pearson HTML Books ) </li></ul></ul></ul><ul><ul><ul><li>Touch Screen devices like the I-pod touch or I-Pad will allow users with limited mobility and fine motor skills to have access materials resources, and applications for learning literally at the touch or stroke of their finger. </li></ul></ul></ul><ul><ul><ul><li>Hands-free technology devices and tools allow users with physical disabilities the opportunity to participate and engage in the learning environment through sensors in the brain or even facial expressions (e.g. Brain Fingers ) </li></ul></ul></ul>
  6. 6. <ul><li>Implementing UDL will promote a positive learning experience for all students regardless of disability by reducing barriers. </li></ul><ul><li>UDL coupled with technology can accommodate the needs of students, while at the same time provide an environment that’s engaging and challenging. </li></ul>
  7. 7. <ul><li>In summary, brain research indicates that learning is done through various methods such as the primary senses, emotional connections, language and behavior, and a release of ones brain chemicals at specific stages in life. </li></ul>
  8. 8. <ul><li>According to the Council for Exceptional Children, brain research indicates the following: </li></ul><ul><ul><li>“… the brain is ruthless. If a particular skill or function is not used, the brain eliminates the system, or neuron path, for that skill or function.” </li></ul></ul><ul><ul><li>“… personal relationships are vital to a health brain especially in young children.” </li></ul></ul><ul><ul><li>“… emotions lay a critical role in teaching.” </li></ul></ul><ul><li>Source: </li></ul><ul><li>Council for Exceptional Children, . (2010). Brain research sheds new light on student learning, teaching strategies, and disabilities. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=6271 </li></ul>
  9. 9. <ul><li>UDL has huge implications for Instruction and Learning. Teachers can use this model when planning lessons for their students. This model will also allow them the opportunity to measure whether or not their lessons include elements that accommodate the individual academic needs of the learner through differentiated instruction, integration of technology resources and tools. </li></ul><ul><li>For the classroom, the UDL model will allow for a learning environment in which barriers for learning are reduced, lessons are engaging and meaningful for all students. </li></ul>
  10. 10. <ul><li>CAST UDL Lesson Builder - http://lessonbuilder.cast.org/ </li></ul><ul><ul><li>Provides information and examples of lessons based on UDL as well as strategies for teachers who wish to implement UDL into their lessons. </li></ul></ul><ul><ul><li>Teachers can use this tool as they develop lesson plans. The resources provided allow them to generate written lesson plans and include elements that incorporate UDL connections through, methods, practice, etc. </li></ul></ul>
  11. 11. <ul><li>CAST UDL Online Modules http://udlonline.cast.org/home </li></ul><ul><ul><li>Offers two online modules which explain what UDL is and applying the UDL concepts when planning lessons. </li></ul></ul><ul><ul><li>Teachers can use this tool as they develop lesson plans. The resources provided allow them to generate written lesson plans and include elements that incorporate UDL connections through, methods, practice, etc. </li></ul></ul>
  12. 12. <ul><li>CAST UDL Editions http://udleditions.cast.org </li></ul><ul><ul><li>Takes printed text and material to another level with elements such as text-to-speech, translation, along with resources and opportunities for reflection embedded on the page </li></ul></ul><ul><ul><li>This is a valuable resource when teaching reading instruction and literature. The website will allow teachers an opportunity to provide students with reading material in an electronic format which accommodates learner differences. </li></ul></ul>
  13. 13. <ul><li>Bray, M, Brown, A, & Green, T. (2004). Technology and the diverse learner: a guide to classroom practice. Corwin Pr. </li></ul><ul><li>Council for Exceptional Children, (2010). Brain research sheds new light on student learning, teaching strategies, and disabilities. Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=6271 </li></ul><ul><li>Edyburn, D. (2008, May 1). Univeral design primer. Retrieved from https://pantherfile.uwm.edu/edyburn/www/ud.html#application </li></ul><ul><li>Janowski, K. (2010, April 10). Edtech solutions: teaching every student - why i love the ipad for education: initial observations. Retrieved from http://teachingeverystudent.blogspot.com/2010/04/why-i-love-ipad-for-education-initial.html </li></ul><ul><li>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 </li></ul>

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