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Using Universal Design to Enhance Preschool Learning Experiences Su Theriault, Early Childhood Specialist.

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Presentation on theme: "Using Universal Design to Enhance Preschool Learning Experiences Su Theriault, Early Childhood Specialist."— Presentation transcript:

1 Using Universal Design to Enhance Preschool Learning Experiences Su Theriault, Early Childhood Specialist

2 Universal Design Universal Design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. –Ron Mace Universal Design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. –Ron Mace

3 What is Universal Design? Universal Design considers the needs of the broadest possible range of users.

4 More UD in Daily Life Closed captioning Closed captioning Curb cuts Curb cuts Unisex bathrooms Unisex bathrooms

5 What is Universal Design for Learning? Universal design for learning is an approach that strives to meet the needs of the broadest range of students. Environments Environments Curriculum Curriculum Instruction Instruction Assessment Assessment Family Involvement Family Involvement

6 Accommodations Support one student Support one student Require extra planning time Require extra planning time Highlight differences Highlight differences

7 Emphasizes meeting many students needs Emphasizes meeting many students needs Provides learning alternatives Provides learning alternatives Enhances access to curriculum Enhances access to curriculum Removes learning barriers Removes learning barriers Provides flexibility Provides flexibility Universal Design

8 Either Accommodations or UD Both Accommodations and UD Both Accommodations and UD +

9 Implementation To best serve individual children and families, teachers must cast a wide net to ensure that ALL children and families have access to the classroom environment, curriculum, instruction, assessment, and culturally relevant activities to ensure family involvement. As a result all children will be able to participate regardless of differences, including learning style, language, or ability.

10 Universal Design Emphasizes meeting individual needs of a broad range of students Emphasizes meeting individual needs of a broad range of students Provides alternative ways students can engage in the learning process Provides alternative ways students can engage in the learning process Enhances access to the curriculum and instruction for all students Enhances access to the curriculum and instruction for all students Removes physical barriers to successful learning Removes physical barriers to successful learning Provides flexibility without watering down the curriculum Provides flexibility without watering down the curriculum

11 Activity Who is in your classroom? Column 1: List all of your students. Column 2: List something you have observed about each students interests, development or learning style. Column 3: Indicate how your planning considers the elements in Column 2.

12 Key Elements of Universal Design for Early childhood Environment Environment Curriculum and Instruction Curriculum and Instruction Assessment Assessment Family Involvement Family Involvement

13 Create a classroom climate that is welcoming, safe, caring, and nurturing. Create a classroom climate that is welcoming, safe, caring, and nurturing. Respect all learners and value diversity of all kinds. Respect all learners and value diversity of all kinds. Use physical space to enhance student participation and engagement. Use physical space to enhance student participation and engagement. Design environments that enable all children to fully participate in all activities Environment

14 Teach Intentionally structure curriculum content and instructional structure curriculum content and instructional strategies strategies identify and engage all learning styles identify and engage all learning styles offer information and learning activities in offer information and learning activities in multiple ways multiple ways provide resources, tools or technology provide resources, tools or technology individualize responses individualize responses

15 Effective Instructional Strategies Present content in more than one way Present content in more than one way Allow varied methods of representation Allow varied methods of representation Incorporate student interests Incorporate student interests Value exploration and discovery Value exploration and discovery Offer multiple access to achieve same goal Offer multiple access to achieve same goal Keep in mind multiple goals and objectives Keep in mind multiple goals and objectives Provide adjustable levels of challenge. Provide adjustable levels of challenge. Allow time to fully explore/practice. Allow time to fully explore/practice.

16 Differences in Intelligence 1.Linguistic/verbal 2.Logical and mathematical 3.Kinesthetic & bodily 4.Spatial/visual 5.Musical/rhythmic 6.Interpersonal 7.Intrapersonal 8.Naturalistic Multiple Intelligences - Howard Gardner

17 Effective Instructional Strategies Choose books, materials, activities sensitive to diversity. Face children; speak clearly. Avoid indefinite pronouns. Use visual prompts, concrete objects. Use/create books with audio counterparts. Over in the Meadow As the Crow Flies

18 How could you provide multiple methods of instruction at circle time? Dramatic play? Learning centers? How could you provide multiple methods of instruction at circle time? Dramatic play? Learning centers? Think back to the peg board. What are multiple goals and objectives that could be reached? Think back to the peg board. What are multiple goals and objectives that could be reached? How can you adjust the level of challenge in an activity? How can you adjust the level of challenge in an activity?

19 Teach intentionally, reflect constantly. - David Dickenson Did all the children have the necessary Did all the children have the necessary skills/knowledge for this activity? Were all the children engaged? Were all the children engaged? Who was not?Who was not? Why?Why? What did you observe about: What did you observe about: the group? the group? individual children? individual children? What needs to happen next? What needs to happen next? How will we accomplish it? How will we accomplish it?

20 Assessment Information about individuals and groups of children can inform decision making about: classroom environment classroom environment curriculum curriculum instruction instruction assessment assessment

21 Offer multiple ways for children to demonstrate what they know and are able to do, over time. Portfolios Portfolios Anecdotal/running Anecdotal/running records records Time sampling Time sampling Photographs Photographs Multiple ways to Multiple ways to represent represent

22 Best Practices in Assessment Systematically assess childrens learning and development over time. Systematically assess childrens learning and development over time. Monitor progress in content, skills, strategies and supports. Monitor progress in content, skills, strategies and supports. Use both formal and informal assessment/observation Use both formal and informal assessment/observation.

23 UD Strategies for Assessment Do not limit observation and assessment to one time Do not limit observation and assessment to one time Document assessment with examples of a wide variety of student work and modalities Document assessment with examples of a wide variety of student work and modalities Provide flexibility in the way students demonstrate their knowledge Provide flexibility in the way students demonstrate their knowledge

24 What would you like family engagement to look like for the children and families in your classroom?

25 engaging families as partners in childrens educational experiences in a variety of ways. Flexible scheduling Flexible scheduling Cultural relevance Cultural relevance Linguistic support Linguistic support Family supports Family supports Variety of ways to share information about the child and classroom Variety of ways to share information about the child and classroom Family Involvement is…

26 Ways to Engage Families Stress the importance of their role in their childs education.Stress the importance of their role in their childs education. Provide transition information and resources.Provide transition information and resources. Ask about their goals for their child.Ask about their goals for their child. Use parents as resources to enhance/expand curriculum.Use parents as resources to enhance/expand curriculum. Empower parents to advocate for their children.Empower parents to advocate for their children.

27 Family Involvement Use technology: Internet Internet Digital photos Digital photos Record stories Record stories

28 Reflection 1.Were you able to list all your students? 2.Were you able to note something about each student? 3.How did you use information about individual children to guide your planning? 4.Did you make any changes in the environment, adapt instructional learning or change your method for documenting what a child knows or is able to do? 5.Did you communicate any differently with a childs family based on your observations? The children you did not observe or were unable to recall would be the starting point for your next observations.

29 Universal Design Resources The Center for Applied Special Technology (CAST) The Center for Applied Special Technology (CAST) The Center for Universal Design ources.htm The Center for Universal Design ources.htm ources.htm ources.htm The Universal Curriculum Design Website The Universal Curriculum Design Website Planning the Environment Environments (classroom labels and signs) Environments (classroom labels and signs) Lakeshore classroom plan /requirements Lakeshore classroom plan /requirements /requirements /requirements

30 Next Steps 1. What did you learn about Universal Design that you will incorporate into your: Curriculum and instruction? Assessment? Family involvement? Classroom environment? 2.How will you implement these strategies? 3.What will coaches see as you implement these? Write down your answers to these questions on a notecard.

31 All children can learn! All students can learn and succeed, but not all on the same day in the same way. - William G. Spady - William G. Spady

32 Wrap Up 1.What did you learn about Universal Design? 2.How is your view of your classroom altered? 3.How will you use the list of students and what you know about them to inform planning? 4.What will you do differently as a result?


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