October 12, 2015 Purchase Line School District Presented by: Jayna Greenfield, MS, CCC-SLP/L.
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UNIVERSAL DESIGN FOR LEARNING: TIPS & TOOLS October 12, 2015 Purchase Line School District Presented by: Jayna Greenfield, MS, CCC- SLP/L
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Transcript of October 12, 2015 Purchase Line School District Presented by: Jayna Greenfield, MS, CCC-SLP/L.
UNIVERSAL DESIGN
FOR LEARNING:TIPS & TOOLSOctober 12, 2015
Purchase Line School District
Presented by: Jayna Greenfield, MS, CCC-SLP/L
Today’s Power Point can be found at:
http://arin-at-wiki.wikispaces.com
Our Learning Targets for the Hour: Define Universal Design for Learning
(UDL) Differentiate UDL and Assistive
Technology (AT) Identify tips, tools and resources you
can use for UDL
“Universal Design for Learning” came from “Universal Design”! Universal Design makes things safer, easier
and more convenient for everyone. Universal Design involves designing products and
spaces so that they can be used by the widest range of people possible.
o Readingo Writingo Speakingo Listening
What does it take to access the general education curriculum?
Do all students do these tasks in the same way?
So, What is Universal Design for Learning? Universal design for learning (UDL) is a
framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. –www.cast.org
Design learning opportunities to meet the needs of ALL learners.
Acknowledge that learner variance is the rule, not the exception.
Building in flexibility, rather than retrofitting to adapt.
Removing barriers by anticipating the needs of all students.
Not “one size fits all!”
Universal Design for Learning- Basic Principles:
Turn to the person beside you, and describe
UDL!
30 Seconds
UDL Principles:
Multiple means of representation, to give learners options for acquiring information and knowledge
Multiple means of action and expression, to provide learners options for demonstrating what they know
Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation
What does UDL look like?
Teachers provide: Students have:
Flexible ways of presenting lesson content
Flexible methods of expression, and assessment
Flexible options for student engagement
Options for how they receive content
Options for how they demonstrate their learning
Choices which will engage interest and sustain effort
What words seem to be redundant here?
So…What is Assistive Technology (AT)? As defined by IDEA 2004, AT refers to “any
item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized that is used to increase, maintain or improve the functional capabilities of a child with a disability.”
Includes a broad range of items, but does not include a medical device that is surgically implanted.
What does this mean? For any student with a disability, AT is any
tool or device that the student uses to complete tasks more easily, faster, or in a better way.
Provides ACCESS to the curriculum.
Allows for PARTICIPATION in the curriculum.
Enables ACCOMPLISHMENT of IEP goals.
AT is student- specific. Technology is NOT required for UDL and
can be “no-tech” tools for AT. Digital is flexible and offers possibilities
that provide access and recruit interest…often good for students in need of AT.
UDL will not eliminate the need for AT.
UDL and AT
Technology is used as a complement to classroom materials and tools.
Teachers have access to a broad range of materials in a variety of formats to ensure flexibility for offering a range of choices for students.
Teachers use multiple means of presenting information, different ways of engaging students, and provide options for students to demonstrate competence.
Technology that Supports UDL: “Look Fors”:
With your neighbor, discuss any of the “look fors” that you currently use or have seen other
teachers use.
For Today….
How we measure academic achievement:
Reading
Writing/Speaking (Language/ Communication
Listening/ Responding
Knowing technology options for:
Representation
Action/ Expression
Engagement
Options for Representing Text:◦ Display options◦ Text-to-speech ◦ Multimedia
Reading & Representation: The WHAT of Learning
Do you have any textbooksavailable online?
If so, try using built-in text-to-speech!
Free Read&Write App
Google Chrome
Writing/ Communication& Action/ Expression:The HOW of Learning
How do non-writers (or minimal writers) express themselves?
How do non-speakers (or minimal speakers) express themselves?
Written Expression: “Writing Matters” Writing is a means of documenting thinking! Students who struggle with writing struggle
with achievement. The addition of text-to-speech output
permits students who struggle with writing to listen, monitor, and correct errors or to revise what they have written
Complexity is significantly higher in samples produced using word prediction than with word processor use alone.
Low Tech Options- include pencil grips, raised line paper, wide rule paper.
Keyboarding/ Typing Spelling Organization Voice Recognition Digital Recording/ Story telling
Writing Tools
Options for Written Expression: Software that uses word prediction, and screen readers
for auditory feedback. Use sound/voice recordings tools (eg. Voice Thread,
Show Me app, Explain Everything app, Voice Note app). Writing programs options that allow students to
complete sentences with a mouse click (e.g. Clicker 6, Classroom Suite)
Dragon Dictation app (Voice Recognition) or SpeakQ Software
Ginger- free downloadable spelling & grammar checker
Options for• Recruiting interest
• Sustaining effort and persistence
• Self-regulation
Engagement:The “Why” of Learning
© CAST 2009
Having students make their own choices. Having students know their goals, and
give them a visual representation of their progress.
Resources: http://www.udlcenter.org/aboutudl/udlguidelines/principle3#principle3_g7_c1
See all other previous resources! (Incorporation of technology will help our students/digital natives to be engaged!)
Options for Engagement Include:
In Summary, ALL Students Need: Opportunities to engage around varied
topics (curriculum) in meaningful ways Rich vocabulary to understand and talk
about about things that interest them High expectations Flexible materials
One last KEY resource:
http://udltechtoolkit.wikispaces.com/
Resources PaTTAN www.pattan.net CAST www.cast.org AEM www.aem.cast.org National Center on UDL www.udlcenter.org PIAT (PA’s Initiative on Assistive Technology)
http://disabilities.temple.edu/programs/assistive/piat https://sites.google.com/site/at4leaders/ Resources compiled on “The Complex”
https://sites.google.com/site/thepacomplex http://udltechtoolkit.wikispaces.com/
Other Resources
Denham, A. (2004). Pathways to Learning for Students with Cognitive Challenges: Reading, Writing and Presenting. Interdisciplinary Human Development Institute, University of Kentucky. [Online] Available: http://www.ihdi.uky.edu/IEI /
Literacy Instruction for Learners with Autism, Cerebral Palsy, Down Syndrome, and Other Disabilities http://aacliteracy.psu.ed
Contact Information
Jayna Greenfield
ARIN IU 28
724-463-5300,
ext. 1107
https://arin-at-wiki.wikispaces.com/
