Reading & Writing Across the Continuum SPED 510, CRN: 44852

Reading & Writing Across the Continuum SPED 510, CRN: 44852 Stephen Isaacson, PhD & Sheldon Loman, PhD. Winter 2012

This Evening’s Agenda • Introductions & Student Information Sheet • Course Syllabus & Assignments • Unit Planning • Ability Awareness • Discuss Universal Design for Learning

Horner (2011)

Ability Awareness http://www.youtube.com/watch?feature=player_embedded&v=zFWr-CKMWGY

Ability Awareness • Alternatively called “disability awareness” • Lessons, activities, discussions that teach students & staff about individual abilities • Facilitates a dialogue about overall respect & dignity • http://www.youtube.com/watch?v=akbHef74zMM&feature=related

Basic Idea around Ability Awareness • Should emphasize that we are all people first & • We all want to be treated fairly and have opportunities like everyone else • http://www.youtube.com/watch?v=k3AeIFup1qY&feature=rellist&playnext=1&list=PL961CE6A2D1A552BE

Teaching individuals to value similarities despite individual differences • Abilities • Appearance • Culture • Language • Socioeconomic status (SES) • Other differences (e.g., religious, sexual orientation, etc.) • http://www.youtube.com/watch?v=uhKMouRaWcY&feature=related

Who conducts an Ability Awareness lesson/activity? • Best case= Gen Ed teacher • Default= special educator, speech therapist, OT, PT, VI specialists, Mobility specialists

Where & When to facilitate an AA activity • When a student is moving to a new classroom • New situation concerning the student (e.g., new wheelchair, new equipment, new life situation) • Whole classroom, small group (e.g., social club, peer mentors), staff meetings, collaborative planning meetings with staff

Why? • All students & staff should be taught expectations on how best to: • Interact • Work with • Play with • Advocate for • & talk about people with disabilities in a respectful manner • Example: http://www.youtube.com/watch?v=HTNVXlirF4Y

Ability Awareness Lesson Plan Assignment • http://readingandwritingacross.pbworks.com/w/page/47877142/FrontPage

“Clearing a path for people with special needs clears the path for everyone!”

Less than 40 years ago… • People with significant disabilities did not have a legal right to attend public schools

Need for “One Voice”…. • Fragmented supports that are not linked across systems… • Not based on function of behaviors… • Lack breadth and depth to effectively change behavior… • Implemented with low intensity, low fidelity = poor outcome… • Cynicism by student/family towards interventions… • Apathy by support providers…

External Community Supports Academic Support System: Response to Intervention Social/Behavior Support System: School-wide PBS Context for: Functional Assessment, Person Centered Planning, & Wraparound

Change

Guiding Principles for Designing Instruction • Self-determination: honor students’ preferences • Family- & culture-centered planning • Educational accountability: all students can learn & deserve high quality instruction • Personalized curriculum: draw from both adaptations of academic curriculum & life skills the students need for current & future environments • Inclusion: enhance participation in inclusive settings • Functional & age-appropriate skills: daily living and appropriate to students chronological age • Choice: encourage choice-making • Research as a resource for practice: data-based intervention research provides resource for what & how to teach

Universal Design for Learning (UDL) • http://www.youtube.com/watch?v=bDvKnY0g6e4

Universal Design For Learning Framework: 3 Principles (cast.org)

Universally Designed Instruction…Why? National Center on UDL; www.udlcenter.org

Guideline #1:Provide Options for Perception • Offer ways for customizing the display of information -digital materials can be more flexible -perceptual features can be varied: size, contrast, color, volume, rate, font… • Offer alternatives to auditory information • Captioning, diagrams, charts, transcripts… • Offer alternatives to visual information • Descriptions for images, touch equivalents/ tactile graphics, physical objects, auditory cues

Guideline #2Provide options for language, mathematical expressions, & symbols • Clarify vocabulary & symbols • Clarify syntax & structure • Support decoding text, mathematical notation, & symbols • Promote understanding across languages • Illustrate through multiple media

Guideline #3:Provide options for comprehension • Activate or supply background knowledge • Highlight patterns, critical features, big ideas, & relationships • Guide information processing, visualization, & manipulation • Maximize transfer & generalization

Guideline #4Provide Multiple Means for Action & Expression • Vary the methods for response & navigation • Optimize access to tools and assistive technologies

5. Provide options for expression & communication • Use multiple media for communication • Use multiple tools for construction & composition • Build fluencies with graduated levels of support for practice & performance

6. Provide options for executive functioning • Guide appropriate goal-setting • Support planning & strategy development • Facilitate managing information & resources • Enhance capacity for monitoring progress

7. Provide options for recruiting interest • Optimize individual choice & autonomy • Optimize relevance, value, & authenticity • Minimize threats & distractions

8. Provide options for sustaining effort & persistence • Heighten salience of goals & objectives • Vary demands & resources to optimize challenge • Foster collaboration & communication • Increase mastery-oriented feedback

9. Provide options for self-regulation • Promote expectations & beliefs that optimize motivation • Facilitate personal coping skills & strategies • Develop self-assessment & reflection

Reading & Writing Across the Continuum SPED 510, CRN: 44852