Universal Design For learning

Jessica Lyles SPED 6334

July 27, 20015

UDL is not...

Structure Every building should have access to all parts of the

facility for children and adults with disabilities. You need to ensure all individuals can enter the building. There must be handicap ramps in the parking lots with front row parking for any cars that may need access to them. If available, the school will provide assistance to all who enter the building who need help.

There will be a call ahead system or a simple push button system for assistance through out the day in and out of the building. If the person calls ahead or push the button outside to buzz the office someone should come assist them and will meet the individual at the front of the building for assistance.

Cameras will be posted throughout the building with someone monitoring at all times to ensure all are safe and able to get where they need to be at. In addition, the bathrooms should be assessable to all students and staff.

Structure

There will be more than one handicap stall in the student’s bathroom facilities. Muti-level sinks will be in the bathroom stalls to ensure the student does not have interruptions while washing their hands.

Special classrooms, the cafeteria, and gym will be in a centralized location of the school building to ensure all children have equal access to the facilities.

Classrooms will be large enough to accommodate small and large group instruction, students with disabilities and their equipment, and a wide variety of learning stations.

The following link describes many needed attributes in a classroom structure. http://www.teachingtimes.com/articles/designing-disabled-children-sen.htm

Classes

This children will be grouped according to their age.

The kidney tables in the classroom will accommodate 4-6 people. Four students will be preferable.

The kidney tables will be used so the teacher can assist student in small groups at times.

The groups will be smaller or larger according to the student’s needs.

The class sizes will be no more than 16.

Personnel

All professionals will have an extensive back ground check and a physiological evaluation

Teachers will be highly qualified in all academic areas Two or three teachers per classroom depending on the

disabilities present within the class and to accommodate each student’s individual education plan

Teacher’s will participate in weekly PLC’S to share data, experiences, and ideas

Professional development and certifications available to all teachers

Minimum 5 years’ teaching experience Extensive training in UDL design

Instruction

The teacher will use the Universal Design for learning principles to incorporate differentiated instruction for all students.

1. Multiple means of representation 2. Multiple means of action and

expression 3. Multiple means of engagement

Instruction The instructors will be using knowledge of the

strategic network, affective network, and the recognition network. Teachers will plan lessons that coincide with each individuals learning styles. These strategies will be implemented into each aspect of this curriculum.

Student will have multiple learning stations available for them to inquire on different subjects throughout each day (see slide 8 and 9).

The students will be exposed to numerous field trips that are geared to further their learning on the current goals and provide hands on experiences.

Sensory Learning

Science inquiry

Representation

Provide the same information with different forms of media-vision, hearing, touch

Information format can be adjusted› Visual- user-text size, color, sound, speed,

visual elements, font› Auditory-descriptions for all videos,

images, animations, text to speech

Action and Expression

Provide materials for manipulation through action

Alternatives responses will be available other then writing and technology

Expression can be through many mediums including:› drawing, music, film, blocks, 3D models,

sculptures, discussion forums, chats, comic strips, story boards, etc.

Engagement

Embedded sentence stems and prompts, with ELL supports

Choices for assignments according to interests Provide authentic, relevant activities Minimal distractions through a nurturing

classroom culture Encourage learners to set their own goals Use computers/iPads for scheduling to ensure

100% participation in activities Collaborative learning groups Provide Positive behavior supports

Two minds don’t think alike…

General Curriculum

The students will each have a individual education plan.

The curriculum design will include lessons to ensure each student is becoming an expert learner.

Curriculum

1. Lessons will activate prior knowledge

2. Learner will develop plan for learning in a trial and error manner and recognize what does not work

3. Remain goal directed in their learning

Goals, methods, material and assessment are the main points in the curriculum.

Curriculum

Goals: are the learning expectations-every student will set realistic goals for themselves using their meta-cognitive skills taught

Methods: are instructional decisions, approaches, procedures, or routines that are continually monitored through learner progress

Materials: multi-media embedded in the lessons and must be flexible and variable

Assessment: comprehensive and specific enough to guide all learners

Technology

Every student will have an iPad or lap top to assist them with activities and their schedules at their tables. These devices will depend on what the student is in need of. Under each kidney table they will have an electrical cord option placed in a safe place so they may plug in with an adjustable slide out small table under to hold devices.

Assistive technology will be provided to those in need.

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Assessment is not……..

Assessment

Children will be tested using a variety of methods according to their needs. › Presentation› Projects› Models› One-on-one testing with materials needed› Pencil to paper› Observation during inquiry› Checklists

Sources

http://www.udlcenter.org/glossaries/glossary_eng#curriculum

http://www.teachingtimes.com/articles/designing-disabled-children-sen.htm

https://www.pinterest.com/udltaskforce/udl-comic-strips/

http://www.nailthatpaper.com/paper-planning-spatial-learners/

http://www.misd.net/AssistiveTech/AssistiveTechATLendingLibrary.htm