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UDL Presentation at OCALI 2012

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Educating Students Who Need Intensive Supports in a UDL Environment
This slide presentation was developed by participants of the 2012 Ohio Center for Autism and Low Incidence (OCALI) Conference to provide an overview of how students with disabilities (who need intensive supports) can be served in an educational environment that has integrated the principles of Universal Design for Learning.

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UDL Presentation at OCALI 2012

  1. 1. Educating Students Who Need Intensive Supports in a UDL Environment
  2. 2. Educating “Our” Students
  3. 3. Presentation ContentHistorical ContextTodays ContextDefinitionsSupportsCurriculum ConceptsUDL Principles & ExamplesAcknowledgement
  4. 4. Special Education is NOT a Place….Network of Services &SupportsIEP Team Determines
  5. 5. Our Kids in Todays ClassroomToday 57% of students withdisabilities spend more than80% of their day in thegeneral educationclassroom.....Improving general educationteacher skills is a "lynchpin"to improving outcomes forstudents with disabilities....
  6. 6. Low-incidence disabilities include—  blindness  low vision  deafness  hard-of-hearing  deaf-blindness  severe intellectual disabilities  severe physical impairments  multiple disability  autistic spectrum disorder
  7. 7. High-incidence disabilities include—   communication disorders specific learning disabilities mild/moderate intellectual disabilities emotional or behavioral disorders
  8. 8. Intensive Supports:Term used to describe services to students withneeds that cannot be met by the general educationprogram alone and may need additional supports &servicesDefinition of Intensive Supports from RTI:The most intense (increased time, narrowed focus,reduced group size) instruction & interventionbased upon individual student need
  9. 9. Students may need intensive supportsbecause…they have a significant disabilitythey are English Language Learnersthey have a large academic/skill gapthey have significant mental health needssensory needshealth care needs
  10. 10. General Curriculum for AllIntended outcomes of the general curriculum forstudents with low-incidence disabilities DO NOTdiffer from those expected for all studentsAll Teachers ask themselves "What do MY studentsneed to know and be able to Do?"Planning should focus on an individuals capacitiesand assets
  11. 11. Curriculum Design "Accessible" Planning for students with disabilities begins with curriculum
  12. 12. Universal Design for Learning “Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all students."
  13. 13. UDL: For All Studentshttp://www.udlcenter.org/resource_library/videos/udlcenter/guidelines#video0
  14. 14. UDL “What’s In It for Me?UDL can…help reduce time required for making modifications &accommodationsprovide flexible instructional material, techniques & strategies thathelp differentiate instruction to meet varied needsincrease student engagement in the classroomaddress the diversity of learners at the point of curriculumdevelopment (rather than retrofitting) to help educators developcurricula that truly “leaves no child behind”
  15. 15. Differentiated Instruction (DI)“DI is to recognize students varying background knowledge, readiness, language, preferences in learning and react responsively. The intent of DI is to maximize each students growth and individual success by meeting each student where he/she is and assist in the learning process.”
  16. 16. Universal Design for Learning Differentiated Instruction “To DI is to recognize students’“UDL calls for the design of varying backgrounds, knowledge,curricula for the needs of all readiness, language preferences in learning and interests, and to reactstudents in mind, so that responsively. The intent of DI is tomethods, materials, and maximize each student’s growthassessment are useable by all.” and individual success by meeting each student, where he or she is in the learning process.”UDL begins with curriculum DI begins with the student Source: UDL Guidelines Version 2.0 by CAST Source: Hall, T., Strangman, N., & Meyer, A. (2003)
  17. 17. UDL is the foundation...But, additional layers of support are needed to meet all learners, especially those with intensive needs.
  18. 18. Assistive Technology“…any item, piece of equipment, or product system, whetheracquired commercially off the shelf, modified, orcustomized, that is used to increase, maintain, or improvefunctional capabilities of a child with disabilities”
  19. 19. Differences between UDL and AT Source: Adapted from “A Working Understanding of Universal Design for Learning (UDL) and Assistive Technology: Similarities and Differences” by Dr. James Basham
  20. 20. Basic Differences of UDL & AT UDL provides access and betterment for individuals of all abilities and disabilities proactively makes environmental-based decisions related to the learning environment focused on curriculum, instruction, and assessment deals with issues of access and betterment related to the environment’s design (targets the larger system) AT provides access and betterment for individuals with disabilities (by definition) reactively providing technology to increase, maintain, or improve the functional capabilities generally considering issues of access and betterment as an individual’s issue (targets individual need) Source: Rose, Hasselbring, Stahl, & Zabala, 2005
  21. 21. Basic Similarities of UDL & AT Both utilize problem-solving process Both utilize various forms of modern technology Related to individuals with disabilities, both UDL and AT are focused on o Providing access o Increasing participation o Improving outcomes Source: Rose, Hasselbring, Stahl, & Zabala, 2005
  22. 22. Some Students will still need AT“If I need it (whatever the tool is) to complete a task then it isAT for me and should be specified in my IEP”Examples:students who are blind with braille supportspage turner for student with high-level SCI
  23. 23. What is Accessible Instructional Material (AIM)? The federal Individuals with Disabilities Education Improvement Act (IDEA) 2004 Final Regulations, Sec 300.172 Accessible Instructional Materials requires local educational agencies (LEAs) to ensure that children with “print disabilities” who need instructional materials in specialized formats (Braille, Large Print, Audio or Digital text) receive them in a “timely manner.”
  24. 24. An increase in the availability,of new flexible learningmaterials for all students
  25. 25. The AIM Website athttp://aim.cast.org is a greatresource for connecting UDLwith AIM
  26. 26. The WhyTo provide students who areunable to obtain informationthrough the use of traditionalprint materials with accessiblematerials appropriate to theirindividual needs.
  27. 27. The WhyTo enable students with printdisabilities to gain theinformation they need tocomplete tasks, master IEPgoals, and reach curricularstandards.
  28. 28. AIM Conclusion• What are they? Braille, Audio, E-text, Large print.• Why should I care? Creativity occurs at the margins not the middle.• What does that mean? It means solutions & new tools created for the few end up benefiting all. Joy Zabala & Skip Stahl CAST
  29. 29. The Link Between RTI & UDL Poor Achievement ≠ Disability Improve Curriculum Educational May NOT Outcomes Be Good 4 All Assessment Informs Instruction
  30. 30. UDL Supports InstructionUDL can support the specialized instruction & supports forstudents with significant disabilities as specified in their IEPUDL does reduce the need for specialized instruction andsupportsUDL does not replace AT supports for students withsignificant disabilities as specified in their IEPUDL does pave the way for LRE
  31. 31. UDL and LRE...When universally designed general instruction includes toolsand materials that are included in students IEPs as assistivetechnology it opens the opportunity for LRE access forstudents with significant needs.UDL has the potential to reduce the need foraccommodations and modifications for students with IEPs,English language barriers and 504 plans.
  32. 32. Supports for Diverse Learners + Assistive Technology AT + + + + Specialized Instruction SI + + + Assessment & Differentiated Instruction RTI + + Universal Design for Learning UDL Begins beforestudents walks through the school doors
  33. 33. The Principles: Setting the Stage
  34. 34. The Principles of UDL Multiple Means of.. Representing Content Action and Expression of Knowledge Engagement in Curriculum and Activitieshttp://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf
  35. 35. Multiple Means of Representation “There is not one means of representation that will be optimal for all learners; providing options forrepresentation is essential.” - CAST
  36. 36. Multiple Means of RepresentationExpressed through community-based instruction by: Concrete Age Appropriate Real LifeTeaching Materials This provides flexibility to accommodate all students with very diverse needs.
  37. 37. Multiple Means of RepresentationPriming, or pre-practice, has been documented as an effectiveclassroom intervention for students with significant cognitivedisabilities  It has been shown effective in reducing disruptive behavior in students and increasing on-task behaviorActivating background knowledge
  38. 38. Multiple Means of Action & ExpressionStudent Perspectives: Why Choices in Communication Methods?
  39. 39. Multiple Means of EngagementEngagement facilitatesthe inclusive educationof students with severedisabilities, such as:Allowing students tochoose.... assignment order subject orderdecreases undesirable behavior
  40. 40. Multiple Means of Engagement Reschly and Christenson’s study examined the engagement of students with learning disabilities and emotional disturbance and the relation of this engagement to school completion.Student engagement variables were significant predictorsof school dropout and completion for students with LD orEBD and students without disabilities.
  41. 41. Strengthen Student EngagementThe two basic elements that together provide the roadmapfor teachers to focus on and facilitate student engagement: Preconditions are the factors that must be in place even before classroom instruction begins Pedagogy are positive character attributes and appropriate behaviors for achieving in school and becoming good citizens as adults
  42. 42. Strengthening Student EngagementPre-ConditionsLearning relationshipsCreating the ideal classroom environmentRewards and incentivesGuiding principlesHabitsFundamental skills Pedagogy Designing for rigorous and relevant learning Personalized learning Active learning strategies Focus on reading
  43. 43. Strengthening Student EngagementTake responsibility for student engagement practices  It is primarily the teacher’s responsibility to engage the students, as opposed to the teacher expecting students to come to class naturally and automatically engaged. Engagement
  44. 44. Which UDL Principles do you See?http://www.edutopia.org/stw-school-turnaround-student-engagement-video
  45. 45. Common Core and State Standards  High Quality Instruction  Least Restrictive Environment  Response to Intervention  Universal Design for Learning  Differentiated InstructionShah, N. (n.d.). Education Week: Standards Open the Door for Best Practices From Special Ed.. Education Week American Education News Site of Record.Retrieved August 2, 2012, from http://www.edweek.org/ew/articles/2012/04/25/29cs-speced.h31.html?qs=Universal+design+for+learning
  46. 46. U.S. Challenge Build core skills in a way that takes into effect the diversity around all students, especially students with learning difficulties Curriculum which goes deep and allows for students to master concepts
  47. 47. U.S. Challenge We must continue to look at other countries doing better and reflect on the why. Continue to do everything possible to narrow the achievement gap of our students with disabilities
  48. 48. AcknowledgmentsWe would like to thank the following agencies and people who helped support and develop thisresource.Agency Support Advisory TeamCAST James Basham, Ph.D.IDEA Partnership Maya Israel, Ph.D.Ohio Department of Education Alisa Lowrey, Ph.D.Ohio State Support Teams Patti Ralabate, Ed. D.OCALI Joy Zabala, Ed.DCore Development TeamShawna Benson - Deb Brewer - Heather Bridgman - Deb Dargham - Jeff McCormickBill Nellis - Lorene Phaler - Patti Porto - Jan Roger - Ron Rogers - Greg Wilson

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