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P.E.A.C.E. Pace, Environment, Accessibility, Construct, Expansion

P.E.A.C.E. Pace, Environment, Accessibility, Construct, Expansion. Applying Communication Access Principles Through the Principles of Universal Design. What is Universal Design for Learning?. UDL is a set of principles for give all individuals equal opportunities to learn.

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P.E.A.C.E. Pace, Environment, Accessibility, Construct, Expansion

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  1. P.E.A.C.E.Pace, Environment, Accessibility, Construct, Expansion Applying Communication Access Principles Through the Principles of Universal Design

  2. What is Universal Design for Learning? • UDL is a set of principles for • give all individuals equal opportunities to learn. • curriculum development that UDL video from CAST.org cast.org

  3. Recognition Networks • The "what" of learning • How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. • Present information and content in different ways • More ways to provideMultiple Means of Representation

  4. Strategic Networks • The "how" of learning • Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. • Differentiate the ways that students can express what they know • More ways to provideMultiple Means of Action and Expression

  5. Affective Networks • The "why" of learning • How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. • Stimulate interest and motivation for learning • More ways to provideMultiple Means of Engagement

  6. Summary of UDL:Three primary principles guide UDL—and provide structure for the Guidelines: • To learn more, click on one of the Guidelines below. • Provide Multiple Means of Representation • Perception, Language, expressions, and symbols Comprehension • II. Provide Multiple Means of Action and Expression • Physical actionExpression and communication • Executive function • III. Provide Multiple Means of Engagement • Recruiting interestSustaining effort and persistenceSelf-regulation

  7. Effective Strategies Activity Instructional Communication Your ideas: • 1 • 2 • 3 • 4 • 5 • 6 Your ideas: • 1 • 2 • 3 • 4 • 5 • 6

  8. Consider Access: • Applying the Principles of Universal Design to • Classroom Communication Benefits All • Especially D/deaf and Hard-of-Hearing Students

  9. P.E.A.C.E. • PEACE supports accessible communication Pace Environment Accessibility Construct Expansion

  10. PACE 1. Pace – Facilitate group conversation.

  11. ENVIRONMENT Pace – Facilitate group conversation Environment – Command attention

  12. ACCESSIBILITY Pace – Facilitate group conversation Environment – Command attention Accessibility – Request and use sign language interpreter

  13. CONSTRUCT Pace – Facilitate group conversation Environment – Command attention Accessibility – Request and use sign language interpreter Construct– Structure your message intentionally

  14. EXPANSION Pace – Facilitate group conversation Environment – Command attention Accessibility – Request and use sign language interpreter Construct – Structure your message intentionally Expansion- Identify key words

  15. BEYOND UDL . . . Give PEACE a try!

  16. Contact information • Julie Jodoin-Krauzyk, M.Ed., M.A. • 508-678-2811, ext. 2955; D/deaf Services in L113, ext 2568, • Videophone (508) 689-7616 • julie.jodoin@bristolcc.edu • Cindy Poore-Pariseau, Ph.D. • 508-678-2811 ext. 2470 • cindy.poore-pariseau@bristolcc.edu

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