1

Principles of IDEA

Assuring that all students with disabilities have access to and participation in the general education curriculum

Recognizing that special education is a service; not a placement

Providing a broad range of services across the continuum addressing the needs of all students with disabilities

2

Purpose for Special Education

Minimize the impact of disability and maximize the opportunities for children with disabilities to participate in general education in the natural community. (Hehir, 2002)

3

Special Education Reform

Creating meaningful IEPs Universal Design for Learning

(UDL) Response to Intervention (RtI) Flexible scheduling Providing Behavioral Supports

4

Guiding Principles The majority of students with IEPs

will attend their home zoned school IEP goals will be written with the

students strengths in mind as well as the deficits

Schools will have curricular, instructional and scheduling flexibility to meet the diverse needs of students with disabilities in the least restrictive environment

5

Where do we begin?

Identify staff to comprise the SCHOOL IMPLEMENTATION TEAM (CIE 2012-2013)

SIT reviews all profiles for students with IEPs to evaluate possible LRE settings and/ or services for students

Review Licensure of ALL teachers in your school to create as many options as possible

Program your school beginning with special education

Incorporate Universal Design for Learning ideology in current curricula maps and lesson planning

6

Universal Design for Learning

Principles 1 - 3

April 4, 2012

“Special Education is a service, not a place.”

7

Universal Design for Learning (UDL)

Principle 1: To support recognition learning, provide multiple, flexible methods of representation (or presentation) CONTENT – Use of a graphic organizer

Principle 2: To support strategic learning, provide multiple, flexible methods of action or expression PROCESS – Assign students to write editorials

Principle 3: To support affective learning, provide multiple, flexible options for engagement VALUE – Incorporate collaborative groups

8

Options in RepresentationPrinciple 1

Texts, Lecture, Film, Graphics, Recordings, etc.

9

Options in Action / ExpressionPrinciple 2

Cooperative group work, oral presentations, writing assignments, graphic organizers, student documentaries, story boards, etc.

10

Options in EngagementPrinciple 3

Activate prior knowledge, use multi-cultural perspective, provide choices, assist in goal setting, etc.

11

Universal Design for Learning (UDL)

Let’s look at a 1st grade lesson through a UDL lens:

While viewing the Grade 1 video, jot down options for representation, action and expression, and/or engagement you observe during the lesson.

Turn and Talk with your table members and share your UDL findings.

After viewing David Rose’s commentary, share any new insights /”Aha” moments with your group.

12

13

Universal Design for Learning (UDL)

Let’s look at a second lesson through a UDL lens:

While viewing the Grade 6 Model video, jot down options for representation, action and expression, and/or engagement you observe during the lesson.

Turn and Talk with your table members and share your UDL findings.

After viewing David Rose’s commentary, share any new insights /”Aha” moments with your group.

14

15

Which is true?

The student is disabled. He is unable to reach the expectations of the curriculum.

The curriculum is disabled. It is unable to reach the learning strengths and needs of the student.

OR

16

Which Principle?

Using the check list, Which UDL Principle, and your Universal Design For Learning Guidelines, decide which principle is represented for each of the 14 strategies.

17

Which UDL Principle?

1. Teacher provides use of computer–assisted instruction.

2. Students provide specific and continuous feedback to each

other.

3. Teacher uses spiraling instruction to reinforce prior

knowledge.

4. Students use multimedia tools, e.g., production of PP,

webinars, Podcasts.

5. The teacher varies the size of text, images, graphs, tables or

other visual content.

6. Students engage in Literature Circles or Socratic Seminars.

7. The teacher invites students to design artistic responses that

reflect their learning.18

Which the UDL Principle?

8. The teacher presents topic-related illustrations.

9. Students engage in learning activities based on their

interests with their peers.

10.The teacher contrasts the background, text or image of an

article being read .

11.Teacher allows students frequent breaks.

12. Students create photo or video essays.

13. Students create a timeline with words and graphics.

14. Students record what they know on a K/W/L chart with their

peers.

19

2020

Which Principle?

Using the check list, Which UDL Principle, and your Universal Design For Learning Guidelines, decide which principle is represented for each of the 14 strategies.

21

Implications for Chancellor’s Instructional Expectations 2012-2013

Strengthening Student Work Rigorous CCLS aligned Curriculum and Tasks for ALL

students:-Continue to align curriculum and assessment to the

Common Core Learning Standards-Continue to engage students in tasks (ELA, Math, SS, Sci)

aligned to the CCLS with appropriate supports

Strengthening Teacher Practice Planning and Preparation: Designing Coherent Instruction

suitable for diverse learners Effective Feedback for ALL Teachers Strategic and purposeful professional development

22

In Summary…

UDL Framework

Addresses the primary barrier to fostering expert learners within instructional environments

Attends to learner variability by suggesting flexible goals, methods, materials, and assessments to meet varied needs

Encourages flexible design from the start Allows learners to progress from where they are

23

HOW DO YOU ENVISION UDL BEING

REPRESENTED IN YOUR CURRENT CCLS

CURRICULA MAPS/UNITS OF STUDY?

24

UDL WebsitesNetwork Website:604and609.org

National Center on Universal Design for Learning:http://www.udlcenter.org

Center for Applied Special Technology:http://www.cast.org

Access Center:www.k8accesscenter.org

25

26

Thank you!