Shannon O’Reilly EDU 673 Universal Design for Learning, and Differentiation

Differentiated instruction and Universal Design for Learning (UDL) are two philosophies that share in many of the same goals and ideas about learning. Both differentiated instruction and UDL believe that instruction should not be a “one size fits all” model, but rather should be adjusted to accommodate all learners. Furthermore, they share in the philosophy that all students should be given ample and equal opportunities to learn in ways that suit them most appropriately. Universal Design for Learning, and Differentiation

Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012). Universal Design for Learning (UDL) is a research-based framework for designing curricula, which includes educational goals, methods, materials, and assessments that allow all learners to acquire knowledge, skills, and enthusiasm for learning. This is achieved by providing all learners with access to resources and support for learning, while maintaining high academic standards for all students. The UDL philosophy proactively addresses the specific needs of a student before a problem arises. UDL provides support for all students and options for learning that best suits their learning styles. In the UDL model, educators anticipate student differences and plan for them prior to a lesson being taught. On the other hand, differentiated instruction regularly assesses a learner, monitors progress, and makes adjustments along the way. (Berkas,& Pattison, 2008) Universal Design for Learning

UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. (CAST,2012 ). Universal Design for Learning

Differentiated instruction is a way of thinking about teaching and learning that gives students different options for acquiring information and making sense of ideas. This methodology of instruction is flexible and varied to suit the individual learning style and needs of all students. Differentiated instruction means creating multiple avenues for students of all learning abilities to gather and utilize information as part of the daily learning process. In turn, this results in a more personal, proactive approach to learning where students take on more responsibility and ownership for their own learning (Berkas,& Pattison, 2008). Differentiation

Many UDL benefits are specifically geared to students with disabilities; however, all students may benefit from the types of supports UDL provides. For example, video captioning is of great help to students with hearing impairments because captioning gives them a visual representation of speech. However, this support may also be beneficial to English language learners, struggling readers, and even students working in a noisy classroom. UDL is intended to enhance access to learning by reducing physical, cognitive, intellectual, and organizational barriers and other obstacles to learning. UDL principles also lend themselves to the implementation of inclusionary practices in the classroom. (ASHA, 2015) Universal Design for Learning in Speech Therapy

Speech-language pathologists (SLPs) are critical members of the school community and provide a variety of services within the school. Knowledge of UDL principals and application should be foundational to how SLPs conduct evaluations and assessments as well as interventions. The principles of Universal Design propose adapting instruction to individual student needs through multiple means of: presentation of information to students (e.g., digital text, audio, video, still photos, images and all in captions as appropriate); expression by students (e.g., writing, speaking, drawing, video-recording, assistive technology); engagement for students (e.g., choice of tools, adjustable levels of challenge, cognitive supports, novelty or varied grouping). Curriculum, as defined in the UDL literature, has four parts: instructional goals methods materials Assessments (ASHA, 2015) Universal Design for Learning in Speech Therapy

General teaching Strategies for some of the areas a child with a learning disabilities. *Students with trouble sustaining attention: Provide “body breaks”, Try to avoid long periods of sitting. Also appoint classroom jobs to individual students. This will help students to feel needed and will help with their attention spans. *Students with anxiety management: Discuss strategies on how to manage anxiety. Provide an area for unwinding. Provide stress balls or special chairs. *Students with time management skills: Use a visual timer, Break tasks down into different parts, Use checklists, Reduce quantity of work. Differentiated Instruction in Speech Therapy Children with Learning Disabilities

Primary Strategies: Use visual aids such as calendars Use cue cards with pictures Provide hands on materials Allow power breaks Assign the students important jobs within the classroom: example feeding the fish in the tank, watering classroom plants, erasing white boards. Differentiated Instruction in Speech Therapy Children with Learning Disabilities

Junior Strategies: Involve the child in setting his/her own goals Make sure to be checking in with the student frequently Allow opportunities for role playing on how to read and respond to appropriate body language Encourage the student to make lists Allow additional time to complete assignments Differentiated Instruction in Speech Therapy Children with Learning Disabilities

Secondary Strategies: Allow additional time for work Come up with signals regarding when the student will be called upon Have frequent meetings to talk about progress and any concerns Less quantity of work Provide notebook for planning Set goals and have rewards Give options to choose formats for assignments (Skittlesjar, 2012) Differentiated Instruction in Speech Therapy Children with Learning Disabilities

differential.htmlhttp://theskittlejar.blogspot.com/2012/07/learningdisabilities- differential.html Berkas, N. and Pattison C. (2008). Differentiated Instruction and Universal Design for Learning. Retrieved from References