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APP4 WaldenU

Universal Design for Learning

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APP4 WaldenU

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  1. Universal Design for Learning By Ken Kester Walden University Class 6714 January 28, 2011

  2. Inspiration for Universal Design for Learning (UDL) • The inspiration for UDL revolves around helping teachers comply to the Individuals with Disabilities Education Act of 2004 and the Higher Education Opportunity Act of 2008. • UDL is a set of learning standards that can help teachers evaluate how well they are meeting the needs of their students. • There has been research projects conducted to support the creation of UDL including brain research.

  3. Principles of UDL* • Provide multiple and flexible methods of presentation to give students with diverse learning styles various ways of acquiring information and knowledge. • Provide multiple and flexible means of expression to provide diverse students with alternatives for demonstrating what they have learned. • Provide multiple and flexible means of engagement to tap into diverse learners' interests, challenge them appropriately, and motivate them to learn. * taken from CAST website

  4. Implications and Potential Impact for Instruction and Learning • UDL Addresses Diversity • Within a classroom there will be multiple learning styles. By addressing the diversity of learning styles within each lesson every student has the opportunity to achieve content understanding. • UDL Engages Students • By using multiple formats for presenting material to students the teacher has a greater chance of engaging every student. • UDL Offers Student Choice • When asking students to tell you what they know, not every student will be able use the same type of expression. By allowing the student a choice in how they express themselves the teacher allows every students to show their understanding. • UDL Fosters Collaboration • A big part of UDL is promoting collaborative learning. Either collaboration between students or students and teacher. The more dialog that can exist the more the teacher and students will understand the difficulties occurring with the content.

  5. Examples of UDL • If textbooks frustrate a student, discuss using a video documentary, audio tapes, or computer programs that cover the same material. • If a student is struggling with assignments, have alternate ways for him/her to show what they learned • such as creating a website, preparing a slide show, presenting an oral report, building a model, etc. • If a particular subject fails to spark a students interest, try relating it to something he's interested in and passionate about.

  6. Central Role of Technology in UDL • Teachers do not need technology to implement UDL principles. What technology does for UDL is open the doors to numerous resources for teachers. • Technology can allow the teacher or student to manipulate content material so that it meets the needs of the students using it. • Variations in presentation can make the same text more accessible to all students, especially those with learning disabilities. (Firchow, 2010) • a social studies text in electronic format: • Can be read aloud using screen reading software (useful for students with reading problems) • Can include dialogue, music, sound effects, and video clips (helpful to students who learn through more sensory involvement) • Can be changed to different print sizes, colors, spacing, or highlighting (helpful for students to see and remember) • Can be printed as a personalized copy (helpful for most students)Can be copied and pasted into outlining or graphic organizers (particularly useful for students who find organizing information difficult)

  7. Brain Research* • 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. • 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. • Affective Networks The "why" of learning • How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. * Taken from the CAST website

  8. CAST online tools • Nuance Speak & See SuiteThis all-inclusive Computer Accessibility Suite combines Claro's award winning Reading & Writing Support with a built-in Screen Magnifier and Dragon NaturallySpeaking voice input all in one very affordable package! Speak & See is a great solution for schools, libraries and other public places on limited budgets that service individuals with different needs and abilities. • Outlining and Graphic Organizers Here is a great online tool for elementary level teachers and students: http://www.k6edu.com/graphic-organizers/outline.html • Strategy Tutor ™ This is great online tool to help teachers organize research projects that require internet use. This tool also helps the student as they are completing their research. http://cst.cast.org/cst/auth-login

  9. Bibliography • Firchow, Nancy, (February, 2010). GreatSchools - Assistive Technology. Universal Design for Learning - Improved Access for All. Retrieved from http://www.greatschools.org/special-education/assistive-technology/universal-design-for-learning-improved-access-for-all.gs?content=785&page=all • http://www.cast.org/ • http://www.setbc.org/Download/LearningCentre/Access/bcudl_review6_small.pdf • http://www.k8accesscenter.org/training_resources/RTIandUDL.asp • http://www.udlcenter.org/aboutudl/udlguidelines • http://www.advocacyinstitute.org/UDL/Educatorfaqs.shtml

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