Transcript Document

Set-up Directions
Start Time: 3:45
Stop Time: 4:10
Objective: By the end of this session, participants will
• Present Implementation Plan that addresses learning goals from the Maryland
Voluntary State Curriculum, the role of the general and special educators,
instructional accommodations, and lesson ideas.
• Define Universal Design for Learning and explain how it impacts daily
instructional practices.
• Reflect on course content and future application of information learned.
Special Directions:
1. Sit with your team.
2. Gather materials for your GLOBE Implementation Presentation:
GLOBE Implementation Plan, Teacher Sample, and Student Sample.
Johns Hopkins University  Center for Technology in Education
GLOBE Implementation Presentation
 Within your teams present, your GLOBE Implementation
Plan, Teacher Sample, and Student Sample.
 Highlight the Key Concept, Challenge Question, and Big
Ideas.
 Explain what accommodations and collaboration models
were implemented.
 As you listen to your teammates, complete the feedback
sheets.
 Select one team member to share with the whole group.
Johns Hopkins University  Center for Technology in Education
Universal Design for Learning
Success Strategies in the Inclusive Classroom
Module 3
Johns Hopkins University  Center for Technology in Education
What is Universal Design for Learning?
 UDL refers to the flexible methods and materials used
for instructing diverse learners.
 It is built on the premise that in every classroom
differentiated instruction is needed to support not only
students with disabilities but every learners’ needs.
 It focuses on the limitations of the curriculum rather than
the presumed limitations of the students.
UDL minimizes barriers and maximizes access.
Johns Hopkins University  Center for Technology in Education
Where did UDL come from?
 UDL was inspired by the universal design movement in architecture.
 Universal design anticipates the needs of individuals with disabilities
and accommodates these needs from the outset.
Johns Hopkins University  Center for Technology in Education
Benefits of Universal Design for Learning
 In the long run, “it is more efficient and cost effective to
consider and address the diverse range of user needs
during the design process, rather than as an adaptation
after the fact.” -- L. Schleff, Western Washington University
 Universally designed structures benefit all users.
Example: Curb Cuts
Curb cuts facilitate travel for individuals in wheelchairs,
but they also assist people with strollers and dollies.
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Applying Universal Design in the Classroom
Potential Barrier:
 Traditional print materials can
exclude students with
reading difficulties and visual
impairments from accessing
information vital to their
educational progress.
Maximizing Access:
 Universally designed curricula
allow students to access
information via multiple media
and forms.
 Students’ needs are considered
and accommodated from the
outset.
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Principles of Universal Design for Learning
 Multiple means of presentation—providing flexible
methods for representing information to learners
 Multiple means of expression—providing flexible
methods for learners to demonstrate knowledge
 Multiple means of engagement—providing flexible
ways to engage students based on their learning
preferences and abilities
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Multiple Means of Presentation
During instruction,
 Provide multiple examples,
 Highlight critical features,
 Provide multiple media and formats,
 Support background context and
develop prior knowledge.
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Multiple Means of Expression
Consider response accommodations that
 Provide flexible models of skilled performance,
 Provide opportunities to practice with supports,
 Provide ongoing and relevant feedback,
 And offer flexible opportunities for demonstrating skill.
Johns Hopkins University  Center for Technology in Education
Multiple Means of Engagement
To support diverse learners,
 Offer choices of context and tools,
 Offer adjustable levels of challenge,
 Offer choices of learning context,
 And offer choices of rewards.
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Team Activity
1. Think about how you have accommodated for the
needs of diverse learners.
2. Use the Universal Design for Learning graphic
organizer to record classroom examples of multiple
means of presentation, expression, and engagement.
3. Write a definition for Universal Design for Learning.
4. Be prepared to share your organizer with the whole
group.
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Wrap Up: Inside – Outside Circle
1. During this course experience, how has your comfort
level with implementing instructional accommodations
developed?
2. How have your views on collaboration changed?
3. Name one aspect about your daily instructional
practices that you now do differently.
Johns Hopkins University  Center for Technology in Education
Resources
 Differentiated Instruction and Implication for UDL Implementation. Retrieved
from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html
 Assistive Technology, Universal Design, Universal Design for Learning:
Improved Learning Opportunities. Retrieved from
http://jset.unlv.edu/18.4/hitchcock/first.html
 Jorgensen, C.M. (1997). Curriculum and Its Impact on Inclusion and
Achievement of Students with Disabilities. Consortium on Inclusive Practices
Issue Brief 2 (2).
 McLane, K. & Orkwis, R. (1998). A Curriculum Every Student Can Use: Design
Principles for Student Access. Office of Special Education Programs and the
U.S. Department of Special Education Contract RR93002005.
http://www.cec.sped.org/osep/udesign.html
Johns Hopkins University  Center for Technology in Education