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MSEA: Ensuring Access through UDL
- 1. Equalizing the Playing Field: Access Through Universal Design for Learning MSEA Convention Fall 2014
- 2. Welcome Rebecca Perosio Special Educator, SMCPS rjperosio@smcps.org Elizabeth Luce Special Educator, HCPS Elizabeth.Luce@hcps.org Nicole Zimmerman Special Educator, QACPS nicole.zimmerman@qacps.org
- 3. Outcomes: Participants will: Engage in discussion of the effective implementation of inclusive practices as a means for ensuring access to the general education curriculum by students with disabilities
- 5. Take-aways from the Video?
- 6. Defining Universal Design for Learning a scientifically valid framework for guiding educational practice that: provides flexibility in the ways information is presented; In the ways students respond or demonstrate knowledge and skills; and in the ways students are engaged. http://www.udlcenter.org/aboutudl/udldefined
- 7. Defining Universal Design for Learning a scientifically valid framework for guiding educational practice that: reduces barriers in instruction, provides appropriate accommodations, supports and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. http://www.udlcenter.org/aboutudl/udldefined
- 8. Critical Elements of UDL Instruction Clear goals Intentional planning for learner variability Flexible methods and materials Timely progress monitoring
- 9. UDL at a Glance www.udlcenter.org
- 10. Universal Design For Learning (UDL) -proposes that children with disabilities do not constitute a separate category, but fall along a continuum of learning differences continuum learning preferences -leads us to make adjustments for learner differences for all students, not just those with disabilities
- 11. Universal Design For Learning Curriculum materials Varied, diverse, and multiple Includes digital and online resources, rather than centering instruction on a single text book
- 12. 12
- 13. What if we don’t consider Learner Variability? Some will learn and some won’t We may mistakenly think we have been successful We won’t know why we are successful with some learners and not others UDL Series at National Center for Universal Design for Learning
- 16. CAST UDL Curriculum Self-Check http://udlselfcheck.cast.org/
- 17. Process S.I. Content Product Curriculum Differentiated Instruction Universal Design for Learning
- 18. Instruction Learner Preference Differentiation Good Teaching MAKING THE INSTRUCTIONAL CONNECTION
- 19. Instruction and Universal Design for Learning Blending, Collaboration, Coordination Instruction Multiple choices Process Product UDL Multiple means Representation Engagement Action and Expression
- 21. Content/ MD College and Career Ready Standards: UDL Embedded Objective: Description of lesson including UDL strategies and those identified to meet the student’s individual needs. Task UDL Principles Current Teaching Strategies (H/L) Proposed Teaching Strategies (H/L) R E A
- 24. Putting UDL into Practice Using your lesson to reflect on new information: Add tools/strategies to be used for support Principles: 1. Multiple means of representation 2. Multiple means of engagement-process 3. Multiple means of action and expression 24
- 26. Contacts: Division of Special Education/ Early Intervention Services Paul Dunford, Branch Chief Programmatic Support and Technical Assistance pdunford@msde.state.md.us Marsye Kaplan, Section Chief mkaplan@msde.state.md.us Karla Marty, Section Chief kmarty@msde.state.md.us Fran Sorin, Coordinator of Professional Learning fsorin@msde.state.md.us
Editor's Notes
- Audience Intros. – name, position, county
- Let’s take a look at the workshop objectives. . Engage in discussion of the effective implementation of inclusive practices as a means for ensuring access to the general education curriculum by students with disabilities;
- The term Universal Design for Learning was coined by the Center for Applied Special Technologies (CAST). The definition has been provided by the Higher Education Opportunity Act of 2008. It offers that UDL is a scientifically valid framework that can be used to guide educational practice. Key principles include flexibility in the presentation of information, the way in which students respond or demonstrate their newly found knowledge and in the ways students are engaged in learning.
- As we continue to look at the definition, we see components that focus on reducing the barriers to instruction and providing appropriate accommodations while supporting a wide range of student learning styles and needs.
- Design curriculum from the beginning to be universal Power to be flexible Allow choices and different paths Represent information in different ways
- Now that you have seen UDL at a Glance, you have a better understanding of the underlying principles. There are three characteristics that underlie the principles of UDL. The characteristics that underlie the principles of UDL look at students along a continuum. In our classrooms we have been working towards this philosophy for many years as we attempt to embrace an inclusive environment. UDL proposes that we accomplish this as we make adjustments to the curriculum based on learner differences. .
- Universal Design for Learning requires that we develop curriculum materials that supports varied, diverse instruction with multiple means. A major component that differentiates UDL from ordinary instruction includes multiple, digital and one line resources. As you continue through the learning process keep in mind the importance of the following terms: Multiple and Digital They will be part of our continuing discussion.
- The first principle of UDL is multiple means of representation. This refers to the ways in which we presented the information to be learned, the process of instruction. Consider the many varied ways you have either observed or presented information.
- This table of guidelines is part of the UDL Guidelines developed by CAST. It represents one resource that helps teachers understand the three principles and their subtopics referred to as checkpoints. Let’s take a look at the same information in a different format.
- View the brief tour of CAST’s UDL Curriculum Self-Check resource You may want the participants to go through the UDL Curriculum Self-Check to evaluate their lesson
- Now that you have a basic understanding of the principles of UDL, let’s move into making the connection between instruction and UDL. Here we are simply highlighting the fact that that instruction and UDL reinforce the consideration of learner preference as well as good teaching strategies.
- Teachers are trained to look at instruction through the lens of content process and product. The framework presented is a blending of UDL and instruction. You can see that through instruction we are looking at multiple choices of process and product. UDL’s position also uses the term multiple . Multiple means of representation which is the same thing as process and action and expression which parallels product. The goal is for teachers not to be intimidated by the idea of yet one more new thing. Aligning process and product with representation and action and expression, allows teachers and administrators to utilize numerous resources to meet varied student needs at the same time they are moving forward with new and innovative initiatives.
- The Educator’s Checklist is a hyperlinked Microsoft Word document. When downloaded this file, you can type directly on the page. There is a trick you should use due to the color coding. When you enter information in the current format, the text is actually the same color as the background. If you highlight the right column and change the text color to black you will be able to see what you are typing. You will be using this form to enter into the UDL Center to access resources. Watch a brief video tour of the hyperlink
- This is a form brings together instruction as well as UDL. 1st Column Using the information provided through the standards and the objective, the teacher then task analyzes the lesson/activity. The second column requests an alignment with the UDL principles of Representation, Engagement and Action & Expression. 2nd Column represents the teaching strategies currently in place. 3rd Column In this column, the teacher will list the tools, strategies, accommodation currently in place and determine if they are low tech or high tech. 4th Column the last column provides a location for all of the new ideas that are generated that could possibly be put into place. The importance of the technology connection cannot be underscored. The third column asks that the technology tools be teased out of the listing of teaching strategies to provide an increased awareness of the extent to which technology is actually imbedded in the curriculum. The final column provides a location to capture all of the new cool tools you will be adding to your toolkit.