1 / 34

Equalizing the Playing Field: Access Through Universal Design for Learning

Equalizing the Playing Field: Access Through Universal Design for Learning. College and Career Readiness Conference Summer 2014. Outcomes:. Participants will:

analu
Download Presentation

Equalizing the Playing Field: Access Through Universal Design for Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Equalizing the Playing Field: Access Through Universal Design for Learning College and Career Readiness Conference Summer 2014

  2. Outcomes: Participants will: • Engage in discussion of the effective implementation of inclusive practices as a means for ensuring access to the general education curriculum by students with disabilities

  3. Paula Kluth Video http://www.paulakluth.com/category/inclusion

  4. Defining Universal Design for Learning • a scientifically valid framework for guiding educational practice that: • provides flexibility • in the ways information is presented; • In the ways students respondordemonstrateknowledge and skills; and • in the ways students are engaged. http://www.udlcenter.org/aboutudl/udldefined

  5. Defining Universal Design for Learning • a scientifically valid framework for guiding educational practice that: • reduces barriers in instruction, • provides appropriate accommodations, • supports and  challenges, and maintains high achievement expectations for all students, • including students with disabilities and students who are limited English proficient. http://www.udlcenter.org/aboutudl/udldefined

  6. Critical Elements of UDL Instruction • Clear goals • Intentional planning for learner variability • Flexible methods and materials • Timely progress monitoring

  7. Conveniently, accommodations created for a subset of the population usually result in increased benefit for everyone. Skip Stahl Universal Design for Learning: Reaching Teaching All Learners CEC 2009

  8. www.cast.org Welcome to the World of the Center for Applied Special Technology (CAST)

  9. UDL at a Glance www.udlcenter.org

  10. Universal Design For Learning (UDL) -proposes that children with disabilities do not constitute a separate category, but fall along a continuum of learning differences -leads us to make adjustments for learner differences for all students, not just those with disabilities

  11. Universal Design For Learning Curriculum materials • Varied, diverse, and multiple • Includes digitaland online resources, rather than centering instruction on a single text book

  12. www.tinyurl.com/udlkaplan

  13. UDL Resources http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

  14. CAST UDL Curriculum Self-Check http://udlselfcheck.cast.org/

  15. S.I. Assessment Instruction Curriculum Differentiated Instruction Universal Design for Learning

  16. MSDE-Blackboard Learn • www.marylandpublicschools.org • MSDE Blackboard Learn • Curriculum Resources • MDCCRS Frameworks http://www.marylandpublicschools.org/msde/ https://msde.blackboard.com/webapps/portal/frameset.jsp

  17. Instruction Learner Preference Differentiation Good Teaching Making the instructional connection

  18. Instruction and Universal Design for Learning Blending, Collaboration, Coordination UDL • Multiple means • Representation • Engagement • Action and Expression Instruction • Multiple choices • Process • Product

  19. http://www.udlcenter.org/sites/udlcenter.org/files/Guideline%20Ed%20Chklst%208_31_09.doc

  20. Putting UDL into Practice • Using your lesson to reflect on new information- Educator’s Checklist • Add tools/strategies to be used for support • Principles: • Multiple means of representation • Multiple means of engagement-process • Multiple means of action and expression

  21. Windows Accessibility http://www.microsoft.com/enable/products/windows7/ http://www.microsoft.com/enable/products/windows8/

  22. Windows 7 Ease of AccessStart/All Programs/Accessories/Ease of Access • Magnifier • On-screen keyboard • Speech recognition

  23. Mac Accessibility https://www.apple.com/accessibility/

  24. Microsoft: Readability Statistics http://grok.lsu.edu/Article.aspx?articleid=14250

  25. Microsoft: AutoSummarize http://www.addintools.com/documents/word/where-tools-menu.html

  26. Microsoft WordAutoSummarize and Readability Statistics

  27. Putting UDL into Practice • Using your lesson to reflect on new information-Accessibility & Word • Add tools/strategies to be used for support • Principles: • Multiple means of representation • Multiple means of engagement-process • Multiple means of action and expression

  28. https://www.youtube.com/watch?v=aaSZqgr2eUM

  29. Final Thought http://www.cttechact.com/news/images/Winter2011/Winter2011_8.jpg

  30. Resources • Livebinder UDL accessibility resources • http://www.livebinders.com/play/play/350830 • UDL Livebinder • www.tinyurl.com/udlkaplan

  31. Contacts: Division of Special Education/ Early Intervention Services • Paul Dunford, Branch Chief Programmatic Support and Technical Assistance pdunford@msde.state.md.us • Marsye Kaplan, Section Chief mkaplan@msde.state.md.us • Karla Marty, Section Chief kmarty@msde.state.md.us • Fran Sorin, Coordinator of Professional Learning fsorin@msde.state.md.us

More Related