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Sacred Heart University Universal Design for Learning


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Accommodating Students with Differential Learning Needs

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Sacred Heart University Universal Design for Learning

  1. 1. Universal Design for Learning (UDL) Accommodating Students with Differential Learning Needs Professor Cynthia A. Dieterich Department of Leadership and Literacy Farrington College of Education
  2. 2. Objectives – A Road Map • Become familiar with general disability law • Recognize differentiating encourages student success without lowering standards • Develop an understanding of methods to differentiate instruction forALL students • How to integrate UDL into your courses
  3. 3. IDEA Disabilities 0 5 10 15 20 25 30 35 40
  4. 4. All undergraduates 11% documented disability 37% disclose Nationally Undergraduate Students with Disabilities
  5. 5. College course require greater independence Accommodations in different environment (e.g., clinical, lab) Learning time management skills Challenges
  6. 6. Provided reasonable accommodations Office for Students with Disabilities provides faculty with agreed upon accommodations. Provides documentation to Office for Students with Disabilities Admitted and remains otherwise qualified Legal Considerations
  7. 7. • Does not substantially modify a program • Holding students accountable for academic performance—THE PUSH Reasonable Accommodations
  8. 8. • Extended time on exams • Quiet testing room • Note taker • Tape recording lectures • Lecture notes • Sighted reader • Substitute courses Accommodations
  9. 9. Universal Design • Originated with Universal Design • Curb ramp, dropped curb, pram ramp
  10. 10. Universal Design for Learning • Meeting needs of diverse learners • Evidenced-based practices for effective teaching Image courtesy of Flickr
  11. 11. Universal Design for Learning • A pizza parlor in Massachusetts • Center for Applied SpecialTechnology • Expand education for individuals with disabilities • Via development and innovative uses of technology CAST
  12. 12. Low Tech +High Tech The Basics
  13. 13. REPRESENTATION ways a learner perceives information Universal Design for Learning Multiple Means of…
  14. 14. ENGAGEMENT ways to be engaged or motivated to learn Universal Design for Learning Multiple Means of…
  15. 15. ACTION AND EXPRESSION navigate a learning environment and express what they know Universal Design for Learning Multiple Means of…
  17. 17. In the beginning….. A course begins with a Jigsaw
  18. 18. …….then they were experts
  19. 19. A road map - the syllabus • Consistent across ONE course • Minimizes misinterpretations • Allows for students to organize • Assignments clearly described • Technical expectations • Schedule with due dates • CLEAR EXPECTATIONS Image courtesy of
  20. 20. Flipping too • Flipped Classroom • Lower level work OUTSIDE class • Higher cognitive work INSIDE class • An example • Compare and contrast IN CLASS • Group or Individual • Create a product • Instructor guides the analysis
  21. 21. Chunk-Chew-Check • Present a “chunk” of content in short lesson • Provide a question for students to “chew” the chunk in pairs or small groups • Use additional resources • Discussion • Students present new knowledge • Written table on white board • Graphic organizer • Orally
  22. 22. Notes, questions, and text • Notetaking discipline specific • Availability of lecture notes or PowerPoint—before and after • Student Questions—before, during, and after • Reading the text effectively • Skim • Scan • Read Image courtesy of Max Pixel
  23. 23. GoingTech - LowTechnology • Videos as exemplars of real-life • BIG IDEA co-teaching • Simulations • Field-based learning Image courtesy of Pixaby
  24. 24. GoingTech - LowTechnology Teachers created Material Graphic created on PowerPoint
  25. 25. GoingTech - HighTechnology Graphic Organizers • Mindomo TM • Popplet TM • Inspiration TM
  26. 26. GoingTech - HighTechnology • Text to Speech • Natural Reader • Read & WriteTM • “Learning Ally” – human narration audio books • Speech toText – Dragon Naturally SpeakingTM
  27. 27. Assessing Outcomes Assess PlanImplement
  28. 28. • FREQUENT and ongoing assessment • Pre-assessment , intermittent assessment (formative) post-assessment (summative) • Detailed feedback as a formative assessment for subsequent assignments • Use examples of graded assignments Assessing learning AND teaching
  29. 29. Assignment Rubrics • Identifies the expected task • Limits ambiguity • Research papers, essays, presentations, lab, clinical
  30. 30. Assessment – LowTechnology • Quizzes (individual or group) • Case Studies • Response Cards • Double-Entry Journal
  31. 31. Assessment – HighTechnology • Kahoot • Plickers • Interactive Web Product • Video
  32. 32. Environment •High expectations •Safe participation •Sensory considerations •Allow for movement •Peer learner •SENSE OF HUMOR
  33. 33. Distractibility Maintaining Attention Self-Control TM TimeRescueTM LowTech IdentifyVariables
  34. 34. Professor as learner ASSESS…brainstorm ways you already differentiate new strategy that aligns with course content IMPLEMENT... throughout a 15 week class ASSESS…student versus master PLAN…revisions and adjustments IMPLEMENT… add a new strategy REPEAT
  35. 35. “Our mission is to educate the whole person while preparing students to lead and serve in the world today.” “From its founding, the University has been recognized for its caring approach to students.This expresses the University's belief that each student is born with a unique set of qualities and skills.” SHUUDL