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APPLYING UDL PRINCIPLES FOR STEPHEN

APPLYING UDL PRINCIPLES FOR STEPHEN Educational environment: regular classes, including honors English and U.S. History (currently in 9 th grade) Strategy: Use IEP to embed UDL principles until district commits to curriculum redesign Benefits: meaningful access to the curriculum

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APPLYING UDL PRINCIPLES FOR STEPHEN

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  1. APPLYING UDL PRINCIPLES FOR STEPHEN • Educational environment: regular classes, including honors English and U.S. History (currently in 9th grade) • Strategy: Use IEP to embed UDL principles until district commits to curriculum redesign • Benefits: • meaningful access to the curriculum • meaningful participation in classroom

  2. GOALS • IEP and instructional goals related to state standards, specify ends not means • Selection of core curriculum goals and objectives per marking period • Homework, projects and assessments aligned to selected objectives

  3. INSTRUCTIONAL MATERIALS • Alternate formats of supplemental and instructional materials to support units • Use of computer and AT for written assignments, for accessing digital text and other softwareand for class participation • Preview of instructional materials

  4. TEACHING METHODS • Class discussion questions in yes/no or multiple choice format • Pre-programmed AT • Teacher training on technology used by the child

  5. ASSESSMENTS • Accommodations • Teacher-made assessments based on curriculum objectives, which are designed to eliminate barriers caused by the disability • Digital tests

  6. ORIGINS OF UDL TASK FORCE • Started by the National Down Syndrome Society in September 2006. • Comprised of 23 national education and disability organizations, including ATAP. See www.udl4allstudents.com • Varying perspectives on legislative issues but agreement on UDL

  7. GOALS OF TASK FORCE 1. Improve instruction and assessment for ALL students by incorporating UDL in NCLB, IDEA and the Higher Education Act. 2. Promote UDL through grants, technical assistance and communication campaign

  8. KEY ACCOMPLISHMENTS • Created a growing coalition of key education stakeholders • Increased the knowledge base of the press and policymakers • Recommended provisions that were put in the House draft of the NCLB reauthorization billand the House bill reauthorizing the Higher Education Act. • Promoted the need for an OSEP UDL Toolkit

  9. NEXT STEPS • Continue to work on HEA and NCLB. • Add UDL to IDEA. • Develop communication tools on UDL. • Increase technical assistance to States and districts. • Increase availability of universally designed instructional materials and assessments. • Improve pre-service training for educators on the use of technology and UDL in the classroom.

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