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Sacred Heart University Universal Design for Learning
- 1. Universal Design for Learning (UDL) Accommodating Students with Differential Learning Needs Professor Cynthia A. Dieterich Department of Leadership and Literacy Farrington College of Education
- 2. Objectives – A Road Map • Become familiar with general disability law • Recognize differentiating encourages student success without lowering standards • Develop an understanding of methods to differentiate instruction forALL students • How to integrate UDL into your courses
- 4. All undergraduates 11% documented disability 37% disclose Nationally Undergraduate Students with Disabilities
- 5. College course require greater independence Accommodations in different environment (e.g., clinical, lab) Learning time management skills Challenges
- 6. Provided reasonable accommodations Office for Students with Disabilities provides faculty with agreed upon accommodations. Provides documentation to Office for Students with Disabilities Admitted and remains otherwise qualified Legal Considerations
- 7. • Does not substantially modify a program • Holding students accountable for academic performance—THE PUSH Reasonable Accommodations
- 8. • Extended time on exams • Quiet testing room • Note taker • Tape recording lectures • Lecture notes • Sighted reader • Substitute courses Accommodations
- 9. Universal Design • Originated with Universal Design • Curb ramp, dropped curb, pram ramp
- 10. Universal Design for Learning • Meeting needs of diverse learners • Evidenced-based practices for effective teaching Image courtesy of Flickr
- 11. Universal Design for Learning • A pizza parlor in Massachusetts • Center for Applied SpecialTechnology • Expand education for individuals with disabilities • Via development and innovative uses of technology CAST
- 13. REPRESENTATION ways a learner perceives information Universal Design for Learning Multiple Means of… Cast.org
- 14. ENGAGEMENT ways to be engaged or motivated to learn Universal Design for Learning Multiple Means of… Cast.org
- 15. ACTION AND EXPRESSION navigate a learning environment and express what they know Universal Design for Learning Multiple Means of… Cast.org
- 16. One Class At ATime….. PRAGMATICS OF IMPLEMENTATION
- 17. In the beginning….. A course begins with a Jigsaw
- 18. …….then they were experts
- 19. A road map - the syllabus • Consistent across ONE course • Minimizes misinterpretations • Allows for students to organize • Assignments clearly described • Technical expectations • Schedule with due dates • CLEAR EXPECTATIONS Image courtesy of Pixaby.com
- 20. Flipping too • Flipped Classroom • Lower level work OUTSIDE class • Higher cognitive work INSIDE class • An example • Compare and contrast IN CLASS • Group or Individual • Create a product • Instructor guides the analysis
- 21. Chunk-Chew-Check • Present a “chunk” of content in short lesson • Provide a question for students to “chew” the chunk in pairs or small groups • Use additional resources • Discussion • Students present new knowledge • Written table on white board • Graphic organizer • Orally
- 22. Notes, questions, and text • Notetaking discipline specific • Availability of lecture notes or PowerPoint—before and after • Student Questions—before, during, and after • Reading the text effectively • Skim • Scan • Read Image courtesy of Max Pixel
- 23. GoingTech - LowTechnology • Videos as exemplars of real-life • BIG IDEA co-teaching • Simulations • Field-based learning Image courtesy of Pixaby
- 24. GoingTech - LowTechnology learnnc.org Teachers created Material Graphic created on PowerPoint
- 25. GoingTech - HighTechnology Graphic Organizers • Mindomo TM • Popplet TM • Inspiration TM
- 26. GoingTech - HighTechnology • Text to Speech • Natural Reader • Read & WriteTM • “Learning Ally” – human narration audio books • Speech toText – Dragon Naturally SpeakingTM
- 28. • FREQUENT and ongoing assessment • Pre-assessment , intermittent assessment (formative) post-assessment (summative) • Detailed feedback as a formative assessment for subsequent assignments • Use examples of graded assignments Assessing learning AND teaching
- 29. Assignment Rubrics • Identifies the expected task • Limits ambiguity • Research papers, essays, presentations, lab, clinical
- 30. Assessment – LowTechnology • Quizzes (individual or group) • Case Studies • Response Cards • Double-Entry Journal
- 31. Assessment – HighTechnology • Kahoot • Plickers • Interactive Web Product • Video
- 32. Environment •High expectations •Safe participation •Sensory considerations •Allow for movement •Peer learner •SENSE OF HUMOR
- 34. Professor as learner ASSESS…brainstorm ways you already differentiate PLAN...select new strategy that aligns with course content IMPLEMENT... throughout a 15 week class ASSESS…student versus master PLAN…revisions and adjustments IMPLEMENT… add a new strategy REPEAT
- 35. “Our mission is to educate the whole person while preparing students to lead and serve in the world today.” “From its founding, the University has been recognized for its caring approach to students.This expresses the University's belief that each student is born with a unique set of qualities and skills.” SHUUDL
Hinweis der Redaktion
- Tape recording lectures, Lecture notes, Sighted reader, Substitute courses, Closed captioning program, American Sign Language interpreter
- The term "universal design" was coined by the architect Ronald L. Mace to describe the concept of designing all products and the built environment to be aesthetic and usable to the greatest extent possible by everyone, regardless of their age, ability, or status in life. He graduated from the School of Design at North Carolina State University in 1966 with a Bachelor's degree in architecture. After four years of practicing conventional architecture, he became involved in the effort to produce the first building code for accessibility in the nation.
- Meeting needs of diverse learners Evidenced-based practices for effective teaching
- CAST created to explore ways of using new technologies to provide better educational experiences to students with disabilities By five clinicians from North Shore Children’s Hospital in Salem, MA Ron Mace involved in the late 1980s
- Ease those with anxiety Autistic needing order ADHD
- Alternative and augmentative communication
- On-campus……observation activity Accessibility…..tour environment
- High Technology – Natural Reader, Voice Note, Voice Dream Reader, Kurzweil Reality Technology - those who do not like synthesized voices for an entire book, Learning Ally TM “world’s largest provider of audio textbooks and literature”
- High Technology – Natural Reader, Voice Note, Voice Dream Reader, Kurzweil Reality Technology - those who do not like synthesized voices for an entire book, Learning Ally TM “world’s largest provider of audio textbooks and literature”
- Self-Control free app restricts distracting websites during a given time enter a list of websites into a “blacklist,” then, they are prompted to set a amount of time that the websites will be restricted, using 15 min intervals. If the user attempts to access the website during that time, they receive an error message, stating the website is unable to be loaded at that time. Time Rescue focuses on self-monitoring, tracking the number of times you visit a specific website, and how much time is spent on those websites with options to block Low Tech does the dog need to go out? Do you need a cup of coffee before you begin grading? Once you identify these distractions, you can then take steps to address them prior to sitting down to work. Checklists, self-monitoring i.e., record # of breaks during grading, use parking lot with off topic ideas (write in notebook to review later). Simple premacking pairing with a desired tasks, after grading X number of papers