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Published byJesse Long Modified over 8 years ago
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Theory – Constructivism Framework – Universal Design for Instruction Through Differentiated Instruction ◦ Technology Teaching Methods Teaching Strategies Engagement Levelling the playing field in terms of disabilities
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Definition:
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Framework
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Basic Components of Planning Pyramid What some students will learn. What most students will learn. What ALL students will learn. Pat Miranda, PhD. University of British Columbia
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Types of Technology developed for our project: ◦ Photoshop ◦ Digital Social Stories ◦ Movie Maker ◦ Digital Stories ◦ Webquests ◦ MP3s
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Other Technologies considered in schools
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Children’s Brains are only 25% developed at birth. The more stimulation a child has through all of it’s senses (hearing, taste, touch, smell, sight) the more rapidly further development will occur (M. Fox, 2008).
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The original principles developed by architects, engineers etc. are as follows: Equitable Use - The design is useful and marketable to people with diverse abilities. Flexibility in Use – The design accommodates a wide range of individual preferences and abilities. Simple and Intuitive – Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level. Perceptible Information – The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities. Tolerance for Error – The design minimizes hazards and the adverse consequences of accidental or unintended actions. Low Physical Effort – The design can be used efficiently and comfortably and with a minimum of fatigue. Size and Space for Approach and Use – Appropriate size and space are provided for approach, reach, manipulation and use; regardless of user’s body size, posture, or mobility. (The Center for Universal Design, 2009, p. 1-2)
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Guidelines and Definition: ◦ Class Climate: Adopt practices that reflect high values with respect to both diversity and inclusiveness. ◦ Interaction: Encourage regular and effective interactions between students and the instructor and ensure that communication methods are accessible to all participants. ◦ Physical Environments and Products: Ensure that facilities, activities, materials and equipment are physically accessible to and usable by all students, and that all potential student characteristics are addressed in safety considerations. ◦ Delivery methods: Use multiple, accessible instructional methods that are accessible to all learners.
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◦ Information resources and technology: Ensure that course materials, notes and other information resources are engaging and accessible for all students. ◦ Feedback: Provide specific feedback on a regular basis. ◦ Assessment: Regularly assess student progress using multiple accessible methods and tools, and adjust instruction accordingly. ◦ Accommodation: Plan for accommodations for students whose needs are not met by the instructional design.
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Burgstahler, S. (2009). Universal Design of Instruction (UDI): Definition, Principles, And Examples. Seattle: University of Washington. Retrieved September 5/09 from http://www.washington.edu/doit/Brochures/PDF/instruction.pdf http://www.washington.edu/doit/Brochures/PDF/instruction.pdf Miranda, P. (2009). Workshop on Universal Design. University of British Columbia.
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