Kathy Chotiner, ESE Program Specialist Karen Hancock, FDLRS Technology Specialist 3/16/2012 & 5/14/2012.

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Presentation transcript:

Kathy Chotiner, ESE Program Specialist Karen Hancock, FDLRS Technology Specialist 3/16/2012 & 5/14/2012

Objectives Understand the role of school Assistive Technology (AT ) contacts Identify the basic concepts of Universal Design for Learning (UDL) and Accommodations Recognize the difference between UDL and Accommodations Identify the steps in the Assistive Technology referral process Define accessible instructional materials and Assistive Technology Learn to use various tools to increase accessibility

All students must have an opportunity to receive instruction in the least restrictive environment. By law all students must have access to the general education curriculum. In Florida, this means: Sunshine State Standards Basic, career, and technical education courses

How Do We Provide Access to Instruction? Effective instructional practices based on research Differentiated Instructional Methods Universal Design for Learning (UDL) Accommodations and supports to enhance learning Modifications to requirements or content for very few students 4

5 Effective Instruction: Instructional Strategies Based on Research Differentiated Instruction (Tomlinson) Multisensory Instruction (Fernald) Multiple Intelligences (Gardner) Bloom’s Taxonomy of Learning Marzano’s Nine Effective Teaching Strategies

6 ContentProcessProduct According to Students’ ReadinessInterest Learning Profile Teachers Can Differentiate Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

Civil Rights Universal Design for Learning Emerges Technology Neuroscience

UNIVERSAL DESIGN FOR LEARNING (UDL) means a scientifically valid framework for guiding educational practice that provides flexibility in the ways information is presented in the ways students respond or demonstrate knowledge and skills in the ways students are engaged; and *Higher Education Opportunity Act of 2008 (P.L )

UNIVERSAL DESIGN FOR LEARNING (UDL) reduces barriers in instruction provides appropriate accommodations provides supports and challenges maintains high achievement expectations for all students, including students with disabilities and students with limited English proficient. lcenter/udl *Higher Education Opportunity Act of 2008 (P.L )

The 3 Principles of UDL Multiple Means of Representation –To increase recognition Multiple Means of Expression –To expand strategic output Multiple Means of Engagement –To enhance involvement

11 Effective Low Tech High Tech Instruction Accommodations Accommodations Least Restrictive Most Restrictive

TECHNOLOGY SUPPORTS ACCESS Offers alternatives for access Supports multi-sensory instruction Supports greater personal independence Educational technology & assistive technology together –a continuum of access to learning!

13

Make Sure You Have the Proper “Tools” Try Low tech tools first High tech tools Assistive technology Request an Assistive Technology Referral form from guidance

Building UDL into Instruction Tiers of Instruction & Support (Abruzzini & Dalton, 2010)

An RtI Model that Embeds UDL & AT Basham, Israel, Graden, Poth, Winston. LDQ, 2010 Core includes UDL for all Individualized & intensive includes AT and UDL Supplemental includes UDL and some AT

Dalton, Dr. Elizabeth Dalton, (2011, June). Universal Design for Learning and Teacher Preparation. [PDF Document] SETSIG ISTE Webinar. Retrived 3/16/12 from http//setsig.iste.wikispaces.net Bashram, James D.; Maya Israel; Janet Graden; Rita Poth; Markay Winston (2010, Fall) A COMPREHENSIVE APPROACH TO RTI: EMBEDDING UNIVERSAL DESIGN FOR LEARNING. Learning Disability Quarterly; 33, 4; ProQuest Education Journals National, 249 “Center for Universal Design for Learning Website” (April 2012). Retrived from Tomlinson, Carol Ann, (1999) The Differentiated Classroom: Responding to the Needs of All Learners, Association for Supervision and Curriculum Development.