Please check, just in case…

APA Tip of the Day: Type Style “The preferred typeface for APA publications in Times New Roman, with 12-point font size. A serif typeface, ‘with short lines projecting from the top or the bottom of a mainstroke of a letter’ (Chicago Manual of Style, 2003, p. 837), is preferred for text because it improves readability and reduces eye fatigue” (APA, 2010, pp. 228-229).

APA Example Serif Type Style examples: Times New Roman Courier Sans Serif Type Style examples: Arial Century Gothic

Announcements Look over the upcoming assignments to see how you can make the homework most effective for your upcoming work in this class. The plagiarism certificate is due next class. 559 students must have a current background check on file – it is a COE requirement for classes with field-based assignments. Go to the UNM Field Services Office to get the paperwork. Due no later than by 6th class session. Handout needed for next week’s class. Go to the class outline on the UNM course website.

Questions, quandaries, concerns or complaints?

Curriculum Design– UD and Special Education June 8, 2017 Today’s Readings: Orkwis & McLane (1998); Acrey, Johnstone, & Milligan (2005); Hill & de Valenzuela (2004)

Video https://www.youtube.com/watch?v=PTpQYDTgq7E

Think, Write, Pair, Share Write down all of the ways you or someone you know are or have been outside of the “average” and haven’t “fit” in your environment. (We’ll use this list later so keep it in your notes) Pair with a partner to discuss how not “fitting” impacted you or someone you know. Share with the class one example.

“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 (NC State University, The Center for Universal Design, 1997, http://www.design.ncsu.edu/cud/univ_design/ud.htm)

History Originated in architecture in the 1970s. Section 504 of the Rehab Act, 1973 – accommodations Americans with Disabilities Act of 1990 – accessible, inclusive Expanded to curriculum design

“The intent of universal design is to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost. Universal design benefits people of all ages and abilities.” (NC State University, The Center for Universal Design, 1997, http://www. design.ncsu.edu/cud/univ_design/ud.htm)

7 Principles of Universal Design: Equitable Use Flexibility in Use Simple and Intuitive Use Perceptible Information Tolerance for Error Low Physical Effort Size and Space for Approach and Use

Equitable Use Provide the same means of use Avoid segregation or stigmatizing Make the design appealing to everyone Share teaching examples

Flexibility in Use Provide choice in methods Provide adaptability to the student’s pace Share teaching examples

Simple and Intuitive Use Eliminate unnecessary complexity Be consistent with expectations and intuition Arrange information consistent with its importance Provide effective prompting and feedback during and after task completion Share teaching examples

Perceptible Information Use different modes (visual, verbal, tactile) for redundant presentation of essential information Provide adequate contrast between essential information and its surroundings Differentiate elements Share teaching examples

Tolerance for Error Minimize hazards and adverse consequences of accidental or unintended actions Provide fail safe features Discourage unconscious action in tasks that require vigilance Share teaching examples

Low Physical Effort Design efficiently and comfortably with minimal fatigue Allow students to maintain neutral body position Share teaching examples

Stop and Smell the Roses… 5 minutes

Small Group Activity Compare the two frameworks for considering alternative paradigms from Shaw, McGuire, and Scott (2004). Discuss how these definitions impact how we teach and assess students.

Quick Write: Universal design (UD) has been suggested as a means of ensuring educational equity for students from diverse backgrounds, in addition to use with individuals with disabilities. In what ways do you think UD could be used to support the participation of culturally and linguistically diverse (CLD) students?

Universal Design for Learning (UDL) UDL shifts old assumptions about teaching and learning in four fundamental ways.

“The principles of universal design. place responsibility for making “The principles of universal design place responsibility for making curricula, materials, and environments accessible to and usable by all students upon the teacher and the school. As educators, we need to consider ways to make education more convenient for time-pressed students, more comfortable for people from diverse backgrounds, and more flexible for persons having different learning styles.” Bowe, as cited in Universal Design Education Online, 2002-2003, http://www.udeducation.org

Shifting Assumptions: Students with disabilities fall along a continuum of learner differences rather than constituting a separate category.

Shifting Assumptions: Teacher adjustments for learner differences should occur for all students, not just those with disabilities.

Shifting Assumptions: Curriculum materials should be varied and diverse including digital and online resources, rather than centering on a single textbook.

Shifting Assumptions: Instead of remediating students so that they can learn from a set curriculum, curriculum should be made flexible to accommodate learner differences.

“The central practical premise of UDL “The central practical premise of UDL is that a curriculum should include alternatives to make accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts. The "universal" in universal design does not imply one optimal solution for everyone. Rather, it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress.” (CAST, 2003, http://www.cast.org)

UD and Educational Equity “Implementation of UID [Universal Instructional Design] eliminates the need to qualify as a member of a protected class to get accommodations and thus avoids the question of legal definitions of who is and is not deserving of accommodations.  UID thus has significant implications for eliminating notions of merit, and focuses rightfully on fulfilling the institution’s commitment to offering equitable learning opportunities for all students.” (Hackman & Rauscher, 2004, p. 119)

Pliner and Johnson (2004) also argued that “at its core, UID [Universal Instructional Design] calls for equity and inclusiveness in education” (p. 107). 

Small Group Discussion Provide examples of how you can provide multiple means of representation, expression, and engagement to provide access to culturally and linguistically diverse students in the classroom. Prepare to share a few examples with the class.

Looking ahead… Topic: Curriculum design – backward design and differentiation/UDL Read: Wiggins & McTighe (2005) chapter 1 and CAST (2011) – bring a copy to class.

Please take a minute for the minute paper. And don’t forget to turn your phone back on.