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WELCOME Special Educators. Universal Design for Learning Part I: Multiple Means of Representation (using I-Pad)

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Presentation on theme: "WELCOME Special Educators. Universal Design for Learning Part I: Multiple Means of Representation (using I-Pad)"— Presentation transcript:

1 WELCOME Special Educators

2 Universal Design for Learning Part I: Multiple Means of Representation (using I-Pad)

3 UDL… one design can fit all when we keep the individuals in mind “UDL applies this general idea to all learning: that curriculum from the outset should be designed to accommodate the needs of all learners.” (Mayer and Rose 2002)

4 Multiple Means of: Representation (recognition) Expression (strategic) Engagement (affective)

5 Four critical strategies Annotation App Screencasting App Audio Creation App Video Creation App Across grade levels, Across subjects, Navigating the Glut of Apps: What matters?

6 The Printed Word Students may need text… enlarged s p a c e d man I pu late d visualized spoken

7 AUDITORY REPRESENTATION of Visual (PRINT) Presentation iPad includes a screen reader along with other accessibility features that make it easier for those who have difficulty reading text. Voiceover, Text-to-Speech Voiceover, Text-to-Speech Zoom White on Black Invert Colors Speak Selection Guided Access aka… hearing what I see or, “voiceover”, “text-to-speech”

8 Turn on your I-Pad Accessibility Features Settings… General… (scroll down general ) Accessibility… VoiceOver… one tap to select two taps to activate three finger swipe

9 4 Universal Apps Annotation, Screencasting VoiceThread Animoto Audio creation, Video creation Socrative Explain Everything

10 Voice Thread Image, video or document An entire class can access Individual logs in Creates their own avatar Then uses that avatar to comment on what they are learning Go to Voice Thread App Open it up Try it out How could you use it with students?

11 Audio Note Try this app if we have time. It helps with note taking. If you can not keep up with the speaker, hit the record button. Permission necessary for students to record a teacher.

12 Questions and What Next

13 CIMP Self Review Timeline and Corrections

14 The Good We’re learning and moving forward together…

15 The Bad We’d rather be doing other things… just about any other thing!

16 And the UGLY She really is ugly isn’t she?

17 The Good Consistent with obtaining parent information Some reports are addressing potential bias or at least considering it People are trying hard to keep timelines Progress reports are being kept regularly in I-Plan People are starting to document their communication and use of interpreters in I- Plan

18 The Bad Service Grid: Make co-teaching Direct Can only have 1 X per line Must enter “frequency” Address all aspects of eligibility criteria Address additions and modifications needed to be made to IEP Obtain parent signature SLD

19 The UGLY Every individual citation must come into compliance. We get 60 days to revise, re-revise, etc. Then, whatever is left is cited in a final MDE report. Report is called a corrective action program or CAP. We are not released ‘til 100% compliant.

20 CORRECTIONS Guidelines (see handout) Some citations you can correct Some you can’t Those may be released Or, you get a “do-over”

21 TEAMWORK We will help each other out Because it could be “us” next time And because we can all own the success and celebrate our accomplishments Besides, it is actually kind of fun I said “KIND OF” Right Holly, Trish, Kathleen and Mark?

22 January Trial Review Corrections Review

23 February and March Errors Reported to MDE 60 days for Corrections Released or cited

24 April- Perpetuity Dance til you get it right DistrictMDE

25 What would help?

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