Introduction t o UDL: Universal Design for Learning

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Introduction t o UDL: Universal Design for Learning. U.D.L. Every student is addressed as an individual with unique needs, interests and abilities. What are the current realities in education?. Most students with diverse needs are in inclusive classrooms. - PowerPoint PPT Presentation


<ul><li><p>Introduction to UDL:Universal Design for LearningEvery student is addressed as an individual with unique needs, interests and abilities.U.D.L.</p></li><li><p>What are the current realities in education?Most students with diverse needs are in inclusive classrooms</p><p>Learning disabilities such as dyslexia</p><p>English language barriers Emotional or behavioral problems</p><p>Lack of interest or engagement</p><p>Sensory, physical, and cognitive disabilities</p></li><li><p>What are the current realities in education?NCLB and IDEA (97) mandate increased general curriculum for ALL students</p></li><li><p>The Achievement GapEdyburn, Dave, (2006) Failure is NOT an Option. ISTE</p></li><li><p>In the diverse classroom.Each student brings his or her own level abilities, background knowledge, readiness, language, preferences in learning, and interests</p></li><li><p>In the diverse classroomThe teacher controls the classroom environment so that conditions are favorable to maximize student growth</p></li><li><p>How can educators provide a classroom environment that can accommodate this diversity? </p></li><li><p>CAST, Center for Applied Special Technology, for Universal Design</p></li><li><p>Universal Design for Learning (UDL)</p></li><li><p>Drawing on brain research, the UDL framework aims toward providing three kinds of flexibility</p><p>Multiple means of representation, to give learners various ways of acquiring information and knowledgeMultiple means of expression, to provide learners alternatives for demonstrating what they knowMultiple means of engagement, to tap into learners' interests</p><p>Understanding UDL</p></li><li><p>Implications of UDLUDL has the potential to improve the outcomes for all learners though the use of flexible learning materials</p></li><li><p>Next StepsMake a personal commitment to learn more about UDL at sites like www.ocali.orgSend a team to participate in the OCALI/SST-9 sponsored UDL training</p><p>Trainers Jeff McCormick and Ron Rogers from OCALI will be doing the training</p></li><li><p>Next StepsTrain the trainer modelFirst cohort will be spring at Ashland StarkYear 1 - March 8, March 22 and May 10 2013Year 2- fall 2013</p><p>Second cohort will be scheduled for fall 2013</p></li><li><p>Introduction to</p><p>CAST Universal Design for Learning. March 19, 2007. Center for Applied Special Technology (CAST). . </p><p>Dave L. Edyburn, "A3 Model and Transition of Approach." Special Education Technology Practice. March/April 2001: 24. </p><p>Dave L. Edyburn, "Failure Is Not an Option." Learning &amp; Leading with Technology. September 2006: 20-23.</p><p>*As you view this presentation, you will have the opportunity to learn about and experience technology with the features of Universal Design for Learning.Click to advance.*Within today's classrooms, there is a growing diversity of student needs:(CLICK) Learning disabilities; (CLICK) Language barriers; (CLICK) Emotional and behavioral problems;(CLICK) Lack of interest or engagement; (CLICK) and Sensory, physical, and cognitive disabilities. Teachers working with students in inclusion settings face a relentless demand to modify curriculum, assessment and instructional materials.(CLICK to advance)</p><p>Photo Resource:*Educators are faced with the mandates of No Child Left Behind and the Individuals with Disabilities Education Act, which both emphasize that all students will participate and make progress in the general curriculum. The current emphasis on helping all children achieve high academic standards means much more effort must be devoted to helping struggling students.(CLICK to advance)</p><p>Picture Source: aligns with the Ohio ESEA Flexibility Waiver and the OIP- Instructional Best Practices for ALL students; lowering the achievement gap**According to Dr. Dave Edyburn, from the University of Wisconsin-Milwaukee, the "achievement gap" is a well-documented problem in schools. The lessons of the achievement gap are clear: Contemporary schooling practices are not effective for some groups of students. Continuing to do what we have always done will perpetuate rather than eliminate the gap.(CLICK - to bring in color chart overlay) Repeated failure over time creates an achievement gap that is exceedingly difficult to erase.(CLICK to advance)</p><p>Reference and Picture Source: Failure is NOT an Option, Dr. Dave Edyburn*In the diverse classroom, every child brings his or her own abilities, background knowledge, readiness, language, preferences in learning, and interest. (CLICK) much like a garden filled with a wide variety of plants.(CLICK to advance)</p><p>Photo Source:*A gardener controls the application of water and nutrients to each plant in the garden...(Wait for Garden Pictures, then CLICK to advance)</p><p>Picture Sources:*In the diverse classroom, the teacher controls the classroom environment so that the conditions are favorable to maximize student growth.(CLICK to advance)</p><p>Picture Sources:*How do educators provide a classroom environment that can accommodate diversity?And within this classroom, how does one provide for the wide range of student abilities? (CLICK to advance)</p><p>Picture Source:*The principles of universal design have emerged from architecture and the design of physical environments for individuals with disabilities. Perhaps the best example of the success of universal design principles is the curb cut. Originally designed to improve mobility for people with disabilities within our communities, curb cuts not only accomplished that, but also improved access for people with baby strollers, roller blades, grocery carts and bikes.(CLICK to advance)</p><p>Picture Sources:*The promise of Universal Design for Learning suggests that instructional materials can be designed with adjustable controls. You might think of this as a variable control slider. The slider adjusts to be off, on or somewhere in between, depending on student preferences and needs.(CLICK to advance)*Based on brain research, CAST has outlined three kinds of instructional flexibility through UDL:(CLICK)representation, expression and engagement.With multiple means of representation, learners will have various ways of acquiring knowledge. Through multiple means of expression, learners will have alternatives for demonstrating what they know. And with multiple means of engagement, learners may tap into their personal interests.(CLICK to advance)*Todays presentation has only begun to introduce the concept of Universal Design for Learning and its implications for todays education. Presently, there are limited resources and products with UDL features. However, this development is an important trend for the future of education where flexible learning will result in improved outcomes for all students, including students with disabilities and other learning needs.(CLICK to Advance)*(Click to Advance)*(Click to Advance)*An additional resource bibliography is available.</p><p>(Click to Advance)</p></li></ul>


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