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All Things Being Equal An introduction to the Universal Design for Learning.

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Presentation on theme: "All Things Being Equal An introduction to the Universal Design for Learning."— Presentation transcript:

1 All Things Being Equal An introduction to the Universal Design for Learning

2 Breaking the Law!!

3 Is This Really Equal?

4 But, Not All Inequality is Color-based

5 Universal Design in Architecture

6 Equal Rights for All Never Comes Easily

7 Now, it’s the Law!

8 The Jargon- Page 1 Provides for a free, appropriate public education (FAPE) ADA Not directly. However, (1) ADA protections apply to nonsectarian private schools, but not to organization or private schools, or entities controlled by religious organization; (2) ADA provided additional protection in combination with actions brought under Section 504. Reasonable accommodations are required for eligible students with a disability to perform essential functions of the job. This applies to any part of the special education program that may be community- based and involve job training/placement

9 The Jargon- Page 2 Provides for a free, appropriate public education (FAPE) IDEA The ADA does not specify evaluation and placement procedures: it does specify provision of reasonable accommodations for eligible activities and settings. Reasonable accommodations may include, but are not limited to, redesigning equipment, assigning aides, providing written communication in alternative formats, modifying tests, redesigning services to accessibility locations, altering existing facilities, and building new facilities. A comprehensive evaluation is required. A multidisciplinary team evaluates the child, and parental consent is required before evaluation. IDEA requires that reevaluations be conducted at least every 3 years. For evaluation and placement decisions, IDEA requires that more than one single procedure or information source be used; that information from all sources be documented and carefully considered; that the eligibility decision be made by a group of persons who know about the student, the evaluation data, and placement options; and that the placement decision serves the student in the least restrictive environment. An IEP meeting is required before any change in placement.

10 The Jargon- Page 3 Provides for a free, appropriate public education (FAPE) Section 504 Requires only notice, not consent, for evaluation. It is recommended that district obtain parental consent. Like IDEA evaluation and placement procedures under Section 504 require that information be obtained from a variety of sources of the area of concern; that all data are documented and considered; and that decisions are made by a group of persons knowledgeable about the student, evaluation data, and placement options. Section 504 requires that students be educated with their non-disabled peers to the maximum extent appropriate. Section 504 does not require a meeting for any change in placement.

11 Wow… So What Does the All Mean??

12 Now it’s the Law! ADA No Child Left Behind – 2001 Individuals with Disabilities Education Act- 2004

13 Now, it’s Our Goal!! The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process.

14 Introduction to the Universal Design for Learning (UDL)

15 The Idea Behind UDL

16 The 3 Key Steps to UDL Provide Multiple Means of Representation Resourceful, knowledgeable learners Provide Multiple Means of Action and Expression Strategic, goal-directed learners Provide Multiple Means of Engagement Purposeful, motivated learners

17 Welcome to UDL

18 Provide Multiple Means of Representation 1. Provide options for perception 1.1 Offer ways of customizing the display of information 1.2 Offer alternatives for auditory information 1.3 Offer alternatives for visual information

19 Provide Multiple Means of Representation 2. Provide options for language, mathematical expressions and symbols 2.1 Clarify vocabulary and symbols 2.2 Clarify syntax & structure 2.3 Support decoding of text, mathematical notations, and symbols 2.4 Promote understanding across languages 2.5 Illustrate through multiple media

20 Lots of Ways to Express the Same Idea

21 Let’s Take Addition Symbols for Example

22 Provide Multiple Means of Representation 3 Provide options for comprehension 3.1 Activate or supply background knowledge 3.2 Highlight patterns, critical features, big ideas, and relationships 3.3 Guide information processing, visualization, and manipulation

23 Why is our Current Period in Time Called the Information Age? Start with what we do know

24 Add Additional Information About the Age of Empires

25 Who Invented the Cotton Gin and what does that have to do with the Industrial Age? ng127_64k.m3u Who invented the cotton gin?? HIM??? Hey…listen to this!! My name is Sam

26 So Again… Why is our Current Period in Time Called The Information Age?

27 Provide Multiple Means of Representation

28 Provide Multiple Means of Action and Expression 4. Provide options for physical action 4.1 Vary the method of response and navigation 4.2 Optimize access to tools and assistive technologies

29 Provide Multiple Means of Action and Expression 5. Provide options for expression and communication 5.1 Use multiple media for communication 5.2 Use multiple tools for construction and composition 5.3 Build fluencies with graduated levels of support for practice and performance

30 Great Minds are Sometimes Locked in Not-so-Great Bodies

31 Provide Multiple Means of Action and Expression 6Provide options for executive functions 6.1 Guide appropriate goal-setting 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress

32

33 Provide Multiple Means of Action and Expression

34 Provide Multiple Means of Engagement 7. Provide options for recruiting interest 7.1 Optimize individual choice and autonomy 7.2 Optimize relevance, value, and authenticity 7.3 Minimize threats and distractions What happened???

35 Optimize individual choice and autonomy

36 Optimize relevance, value, and authenticity

37 Minimize threats and distractions

38 UDL is about the fact that…. ME!!!!

39 Provide Multiple Means of Engagement 8 Provide options for sustaining effort and persistence 8.1 Heighten salience of goals and objectives 8.2 Vary demands and resources to optimize challenge 8.3 Foster collaboration and community 8.4 Increase mastery-oriented feedback

40 Heighten salience of goals and objectives

41 Vary demands and resources to optimize challenge

42 Foster collaboration and community

43 Increase mastery-oriented feedback

44 Provide Multiple Means of Engagement 9 Promote options for self-regulation 9.1 Promote expectations and beliefs that optimize motivation 9.2 Facilitate personal coping skills and strategies 9.3 Develop self-assessment and reflection

45 Promote options for self-regulation

46 Promote expectations and beliefs that optimize motivation

47 Facilitate personal coping skills and strategies Learning new skills can be just as painful as the old way of doing things… for a while anyway! Stepping Back does not have to mean giving up…it means learning an alternate way of getting to your goal….success!!

48 Develop self-assessment and reflection

49 Questions to Develop Self Reflection in Children How do I feel? How did I feel earlier in the day, yesterday or the week before? Why do I feel this way? Why did I act in a certain way? What prompted me to act like that? What does this tell me about myself? What can I learn from this situation? If I am in this situation again, what would I do the same and what would I do differently

50 Provide Multiple Means of Engagement

51 Summary We have now completed our introduction to the Universal Design for Learning Guidelines. This is not the end of our learning but rather the beginning of a learning journey for both our students and ourselves. With a little effort and perhaps a little more forethought we can help our students to be the best they can be. Can’t beat that!!

52 Questions?

53 References Slide 3- Smithsonian Museum of American History. Retrieved from: segregated/separate-but-equal.htmlhttp://americanhistory.si.edu/brown/history/1- segregated/separate-but-equal.html Slide 5- Pullin, G.( 2010). An Introduction to Universal Design. Retrieved from: 101/article/introduction-universal-designhttp://www.dwell.com/design- 101/article/introduction-universal-design Slide 8- American with Disabilities Act. Retrieved from the Disability Rights and Education Fund Slide 34- CAST (2011). Universal Design for Learning Guidelines. Retrieved from: Slide 44- (Disability Resources and Services, 2013). Reference: Disability Resources and Services, (2013). Universal Design for Learning Second Principle Temple University. Retrieved from: resources/udl-engagement.html#introduction. Slide 45- Pintrich, P. (2002). Gale Encyclopedia of Education Encyclopedia of Education. Copyright © 2002 by The Gale Group, Inc. Retrieved from: Slide 47- Coping Skills for Kids. (2013). Coping Skills & Tools. Brain Works Project. Retrieved from: copingskills4kids.com Slide 49- Retrieved from:


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