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Universal Classroom Design Creating an Accessible Curriculum in the Inclusive Classroom. A Criticism of New Technology. An adaptation of:. Plato - circa 387 b.c. - PowerPoint PPT Presentation
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…these inventions will produce forgetfulness in the souls of those who use it. They will not need to exercise their minds…It equips pupils with only a semblance of learning, not true learning. Thanks to these inventions, students will be without benefit of a teacher’s instruction…
Plato - circa 387 b.c.
This person was referring to BOOKS…
A Criticism of New TechnologyAn adaptation of:
Technology helps . . .
“. . . ordinary people do extraordinary things. Technology helps extraordinary people do ordinary things.”
John Scully (middle), Apple Computer, late 1980’s
Technology is something invented AFTER you are born…
What types of “technology” are your students using?”
Origins of Universal Design for Learning American’s with Disabilities Act
(ADA) – access and reasonable accommodations
North Carolina State University Universal Design and Architecture Accessible features are integrated into
the overall design Center for Applied Special
Technology (CAST) Universal Design for Learning
Universal Design for Learning:
“The concept of UDL is the intersection where all our initiatives – integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessment, and others – come together.” - Donna Palley
What does architecture have to do with curriculum?
“Consider the needs of the broadest possible range of users from the beginning”
Architect, Ron Mace
Retro-fitted curriculum vs. curriculum designed to meet multiple student needs:
Making things DIGITAL is one part of this initiative to make the general education curriculum inherently accessible to all students.
Get your #2
pencils ready!
What is Universal Design for Learning (UDL)?
UDL is a framework that aims to accommodate a broad spectrum of learners by requiring a range of options for accessing, using and engaging with learning materials.
These multiple means of presentation, expression and engagement reduce barriers for individuals with disabilities but also enhance opportunities for every student.
The key is flexibility not uniformity.
www.cast.org
NCLB – it’s the law
“ALL students must be educated in accordance with grade-level state content standards. If your child takes an alternate assessment, it must be based on standards that are aligned to grade-level content.”
IDEA – it’s the law
ALL students, regardless ALL students, regardless of their abilities, must be of their abilities, must be given the opportunity to given the opportunity to become involved with become involved with and progress in the and progress in the general education general education curriculum.curriculum.Every student must have Every student must have access access to what is being to what is being taught.taught.
Learning disabilities Attention Deficit Disorder Autism Spectrum Disorders Low Vision Hearing Impairment Physical Impairments English Language Learners General Education
Striving to Reach ALL Learners
Question:
With a Universally Designed Classroom, could we level the playing field? Would “disabilities” be less apparent?
Universal Design for Learning:The concept of UDL is the
intersection where ALL our initiatives – integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessment, and others – come together.”
- Donna Palley
Universal Design: Concepts Equitable Use
Designed to be useful for people with diverse abilities Flexibility in Use
To accommodate a wide range of individual abilities Simple and Intuitive Use
Easy to understand Perceptible Information
Information communicated effectively regardless of abilities Tolerance for Error
Minimizes accidents or unintended actions Low Physical Effort
Can be used comfortable with minimal fatigue Size and Space for Approach and Use
Supports access regardless of user’s body size, posture or mobility
Brain Research
Different sensory inputs are interpreted across different regions of the brain
Different parts of the brain are activated when completing the same task…when the goal is different
Differently abled individuals use different parts of the brain to process information
Principles of UDL Multiple means of representation
to give learners various ways of acquiring information and knowledge,
Multiple means of expression to provide learners alternatives for
demonstrating what they know, Multiple means of engagement
to tap into learners' interests, offer appropriate challenges, and increase motivation.
Helps to reduce barriers for individuals with disabilities but also enhances opportunities for every student.
1. Provide multiple flexible 1. Provide multiple flexible methods methods of of rerepresentationpresentation
Why use Digital Media? Engage all students Provide Access to curriculum for all
students Enhance engagement in learning Provide repetition and rehearsal of
concepts Extend teachers’ reach Achievement Independence
UDL and Assistive Technology
AT looks at overcoming the barriers the Individual faces in the environment
UDL looks at making the learning environment as flexible and accommodating as possible
BOTH approaches strive to insure the access, participation and progress of students with disabilitiesFrom Joy Zabala and Skip Stahl
Universal Design for Learning Focus is on providing a curriculum
that is inherently accessible for the widest range of students possible
Tools that support UDL:Essential for Some, Beneficial for ALL “The universal design of curriculum
objectives, instructional materials, teaching methods and assessments has tremendous potential to improve the education of all children, but it is especially important for students with disabilities.
- National Down Syndrome Society
Ultimately, educational goals will
not be about the mastery of content,
but about the mastery of learning.
Grace MeoVisit: www.cast.org
“Low-Tech” Tools: Pencil grips Velcro Mayer-Johnson Symbols Voice Output Devices Pens Picture and Word “Walls” Highlighter tape, highlighters Raised-line paper Slant-Board Tape Recorders/Digital Recorders Post-it Notes Hefty Tabs Colored Acetate paper Calculators Graph Paper Franklin Products Quicktionary Reading Pen Alphasmart/Neo/Dana
“Mid-Tech” Tools: Start-to-Finish Books WiggleWorks Intellitools Living Books PowerPoint Word Processors (Word, Appleworks,etc.) Books on Tape Switches Mp3 Players Keyboarding Programs
Type-to-Learn Curriculum Software
Scholastic, Tom Snyder, Riverdeep, see Stages Online Resources
Lexia Solo Word Prediction Software
Co:Writer Kurzweil 3000 WordQ
Talking Word Processors WriteOutLoud Intellitalk II Kurzweil 3000 ReadPlease
“High-Tech” Tools: Voice-Recognition Software
Dragon Systems, ViaVoice, IListen, Microsoft, SpeakQ Organizational Software
Inspiration, Kidspiration, Spark Space Scanning Tools
Kurzweil 3000, Cast eReader, Wynn, PAT, Read&Write Gold Computerized Study Strategies
Kurzweil 3000 Thinking Reader Microsoft Office
Electronic Learning Environments University of Oregon Educational Text-book publishers Whiteboard technology
Webquests
Remember… “The concept of UDL is the intersection where all our
initiatives – integrated units, multi-sensory teaching, multiple intelligences, differentiated instruction, use of computers in schools, performance-based assessment, and others – come together.” - Donna Palley
UDL and Multiple Intelligences By designing curriculum that
supports Multiple means of Presentation, Expression and Engagement you naturally support the Multiple Intelligences of students.
Differentiated Instruction Differentiated Instruction is a
teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001)
Elements of Differentiated Instruction Several elements and materials are used to support
instructional content Tasks and objectives are aligned to learning goals Instruction is concept focused and principle driven Flexible grouping is consistently used Classroom Management techniques Initial and ongoing assessment of student readiness and
growth are essential Students are active and responsible explorers Vary expectations and requirements for student responses Clarify key concepts Use assessment as a teaching tool to extend rather than
merely measure instruction Emphasize critical and creative thinking Engaging all learners is essential Provide a balance between teacher-assigned and student-
selected tasksDo you see how UDL principles easily fit with the concept of DI?
Multiple Intelligences Body/Kinesthetic or “body smart” Interpersonal or “people smart” Intrapersonal or “self smart” Logical/Mathematic or “number/reasoning smart” Musical/Rhythmic or “music smart” Verbal/Linguistic or “word smart” Visual/Spatial or “picture smart” Naturalistic or “nature smart” Existential or “collective conscious smart?”
See: Howard Gardner, David Lazear, David Kolb
What kind of “smart” are you?
What kind of “smart” are you?
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm
http://www.ldrc.ca/projects/miinventory/miinventory.php
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