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What we need to know!

Universal Design and Assistive Technology By Deanna Cox. What we need to know!.

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What we need to know!

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  1. Universal Design and Assistive Technology By Deanna Cox What we need to know!

  2. Assistive Technology and Universal Design as Partners. • Assistive Technology helps teachers implement Universal Design Theories into practice. • To understand the relationship between the two we must understand the laws , definition's and implications in the classroom.

  3. The Law &Assistive Technology • “The school district is mandated by state and federal law (the Individuals with Disabilities Education Act) to provide assistive technology to all students with disabilities if it is required for them to receive a free appropriate public education (FAPE). Each IEP team must determine if assistive technology is needed by that student. If assistive technology is deemed necessary, it will be written into the student’s Individualized Educational Program”. The law says, • Each public agency shall ensure that assistive technology devices or assistive • technology services, or both, as those terms are defined in §§300.5-300.6, are made • available to a child with a disability if required as a part of the child's - • (1) Special education; • (2) Related services; or • (3) Supplementary aids and services • Retrieved from; Reed, P. & Lahm, E. (2005) Wisconsin Assistive Technology Initiative (general edition)

  4. What is Assistive Technology? • “The legal definition of assistive technology is, “.. any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.” (Authority: 20 U.S.C. 1401(1))” (Reed, P. R., & Lahm, E. A., 2005) • Assistive technology can range from a simple pencil grippe to a computer. It could also be a change in environment or teaching strategy. • “Specifically, assistive technology is any item, piece of equipment, or product- purchased “off the shelf”, modified, or customized that increases, maintains, or improves functional capabilities of individuals with disabilities” (Rein, 1997).

  5. Examples of Assistive Technology • http://www.bing.com/images/search?q=recoreder&qs= http://www.bing.com/images/search?q=pencil+grippers&

  6. What is UDL? • “Universal Design for Learning is an extension of an architectural movement called universal design. Originally formulated by Ron Mace at North Carolina State University, the idea behind universal design in architecture is to create structures that are conceived, designed, and constructed to accommodate the widest spectrum of users, including those with disabilities, without the need for subsequent adaptation or specialized design” (Rose, D. H., & Meyer, A. 2002). • “Universal Design for Learning extends universal design in two key ways. First, it applies the idea of built-in flexibility to the educational curriculum. Second, it pushes universal design one step further by supporting not only improved access to information within classrooms, but also improved access to learning” (Rose, D. H., & Meyer, A. 2002). • http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_2.cfm

  7. UDL is Defined as… • A frame work for guiding educational practice based on scientific research. • Its purpose is to reduce barriers in instruction for students. Here is where assistive technology is used. • It provides supports, accommodation's, challenges, while delivering high expectations for all students. • National Center on Universal Design for Learning, http://udlcenter.org/print/232 • Image: http://www.bing.com/images/search?q=hurdle&qs=n&form=QBIR&pq=hurdle&sc=0-0&sp=-1&sk=#view=detail&id=F8E85795DEA38CE668BA714CA536BBF118F4062D&selectedIndex=80

  8. The Laws… • Higher Education Opportunity Act 2008 (HEOA) • Reauthorizes the Higher Education Act of 1965 (Pub. L. No. 89-329), legislation signed into United States law on November 8, 1965 as part of President Lyndon Johnson's Great Society domestic agenda. The law was intended “to strengthen the educational resources of our colleges and universities and to provide financial assistance for students in postsecondary and higher education.”  • The 2008 reauthorization established the first statutory definition for universal design for learning. This definition incorporates the three principles of UDL--representation, expression, and engagement--and emphasizes reducing barriers with appropriate supports and challenges built into instruction. • Source: Adapted from: http://www.statemaster.com/encyclopedia/Higher-Education-Act-of-1965 • Retrived November 2, 2013 from http://www.udlcenter.org/glossaries/glossary_eng#higher_education_opportunity_act_2008

  9. Laws Continued.. • Individuals with Disabilities Education Act (IDEA) • “A federal law ensuring services to children with disabilities throughout the nation, IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities” (www.udlcenter.org/glossaries/glossary_eng#higher_education_opportunity_act_2008). • Also see: Least Restrictive Environment (LRE); Free Appropriate Public Education (FAPE); National Instructional Materials Accessibility Standard (NIMAS); Section 504 of the Rehabilitation Act • Source: Adapted from: http://idea.ed.gov/

  10. A Summary of UDL Law in Maryland • Maryland is now using Universal Design curriculum strategies in the classroom. Lets view the bill together at this web site below: http://udl4maryland.webs.com • CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

  11. State of Maryland Adopts UDL • “Cover image of UDL Report by Maryland UDL Task Force In June 2012, the Maryland Department of Education proposed and the Maryland State Board of Education adopted regulations that require all local districts to use UDL in the development of curriculum and selection of instructional materials beginning in the 2014-2015 school year. Read the UDL regulations. The regulations define UDL as a curriculum design framework for all students. Read the UDL definition. This work began with the establishment of the Maryland UDL Task Force which published its recommendations on April 26, 2011. Read the report”. Retrieved October 28,2013 from: //www.udlcenter.org/httpadvocacy http://www.udlcenter.org/aboutudl/udlguidelines

  12. UDL Regulations • 13A.03.06.05 • .05 Integration of UDL Guidelines and Principles. • A. Beginning in the 2013—2014 school year, using the Maryland Common Core State Curriculum in English and mathematics as a model, local school systems shall use UDL guidelines and principles, consistent with Regulation .03 of this chapter, in the development or revision of curriculum. • B. Beginning in the 2014—2015 school year, local school systems shall use UDL guidelines and principles, consistent with Regulation .03 of this chapter, in the development and provision of: • (1) Curriculum; • (2) Instructional materials; • (3) Instruction; • (4) Professional development; and • (5) Student assessments Retrieved October 28,2013 from: http://www.dsd.state.md.us/comar/getfile.aspx?file=13a.03.06.05.htm

  13. Universal Design for Learning • Is an educational approach to curriculum design, not students. • Isa response to the increasing diversity needs of students. • Zabala, J. S.  (2003)

  14. Impact of UDL in The Classroom • 1.Teachers will need to learn to use digital media in the classroom. • 2.Teachers will need to think about how each student learns and discover the best method to help students progress. • 3. Teachers will need to shift the way they think about curriculum • 4. Remove barriers that can impact learning. • http://www.cast.org/teachingeverystudent/ideas/tes/chapter2_9.cfm

  15. Impact of UDL in the Classroom • UDL- an educational approach to curriculum(not students) design and implementation, based on research, neurological science, and technology. • 1. Multiple means of representation  ------------------------------------------------>   Recognition( identifying, understanding ideas) • 2. Multiple means of actions/expression  ------------------------------------------->   Strategic network ( the how of learning, planning) • 3. Multiple means of engagement  --------------------------------------------------> affective (the why of learning, emotion) • David Rose (CAST) pointed out that students with ADHD need a lot of new things, and a student with Autism needs a little at a time, that we need to provide a curriculum that meets both needs. • http://udlonline.cast.org/page/module1/l160/

  16. UDL in The Classroom • According to Rose &Meyer ( Chapter 6, 2003) “To accommodate these many ways of learning, we can use what we know about how each brain network operates to make our teaching methods and curriculum materials flexible in specific ways”. • Rose & Meyer explain we need the support of flexible media and tools to improve classroom curriculum (2003). • In order to chose the correct media and the correct tools, we need to follow the SETT frame work as described by Zabala, J. S.  (2003). The acronym stands for the setting, environment , technique's and tools needed to help students be successful. To best reach all learners diversity we need to support the areas of: A. Recognition B. Strategic C. Affective • To learn more about SETT: we can visit ; http://www.joyzabala.com/uploads/Zabala_SETT_Leveling_the_Learning_Field.pdf • Rose, D. H., & Meyer, A. (2003). Teaching every student in the digital age: universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

  17. A. Supporting Recognition Supporting recognition,on can be done in numerous ways. To support recognition Rose, D. H., & Meyer, A. (2002) suggest four teaching methods. 1. multiple examples. 2. Highlight important feature or information 3. Provide multiple media and formats 4. Support/connect to stuidents background information

  18. 1.Provide Multiple Examples In my reading curriculum we present vocabulary several ways. • We use an overhead projector to identify vocabulary words as they are used in text. • The word is used in different sentences. Ex. 1. My mother and father are food experts. 2. You are an experton football. ( Underline, slant) • Pictures are used. • The text book provides a web site that students can access and practice working with the words and there meanings. http://macmillanmh.com/reading/reading/2003/student/activity.php3?story=112 highlight

  19. 2. Highlight important Feature or Information • In our classroom, student use highlighters and graphic organizers often to highlight the topic sentence, main ideas and details. • We also use “Microsoft PowerPoint” to add animation to emphasize information. He ran extremely fast! • “Digital media and tools offer teachers a wider variety of ways to highlight key features. Animations, color highlighting, graphic elements that add emphasis, and the capacity to "zoom in" on photographic images are just a few examples”(Rose, D. H., & Meyer, A. , chapter 6,2002)..

  20. 3. Provide multiple media and formats “Because learners' recognition networks have varying abilities to process visual, aural, olfactory, or tactile patterns, a single means of presentation doesn't work for all students” (Rose, D. H., & Meyer, A. , chapter 6,2002). For example; In my classroom we read the story in print, listen to it on tape and even watch it in a movie format. Video http://www.youtube.com/watch?v=Olo923T2HQ4 http://www.google.com/imgres?imgurl=http://poster.4teachers.org/imgFileWizard/78963.jpg&imgrefurl=http://poster.4teachers.org/worksheet/view.php?id%3D137455&h=338&w=331&sz=31&tbnid=kK-8JK5yf-z8FM:&tbnh=90&tbnw=88&prev=/search%3Fq%3Dthe%2Bthree%2Bpigs%26tbm%3Disch%26tbo%3Du&zoom=1&q=the+three+pigs&usg=__Ft79FV3uRi2CmvfFjRm12Fus7kM=&docid=RM-W2d1yxyXJQM&sa=X&ei=EN5zUpqnL9OisQTm8ICYBQ&ved=0CFEQ9QEwBg

  21. B. Strategic Suggested teaching methods; 1. Flexible models of skilled performance. 2. Provide opportunity for practice and support 3. Provide multiple media and format 4. Opportunities to demonstrate skills Rose, D. H., & Meyer, A. (2002)

  22. 1.Models of Skill Performance “Exposure to multiple models showing different, effective ways to do something helps learners distill the critical features of a process, different ways it can be accomplished, and where the opportunities exist to inject their own creative means to that end” (Rose, D. H., & Meyer, A. , chapter 6,2002). One way in which we do this in the classroom is for the teacher to model and provide examples. Classroom discussions allow students the opportunity to think about and reflect on solutions. Students are provided choices in areas of assessment. Students may role play, draw, write or use computer programs to demonstrate learned material. * Each lesson plan includes; direct instruction, modeling, guided practice and independent practice.

  23. 2. Provide opportunity for practice and support • http://blog.centresource.com/content/uploads/2013/02/social-media-hand.jpg

  24. 3. Provide Multiple Media and Format • http://www.bing.com/images/search?q=multiple+media&FORM=HDRSC2#view=detail&id=BCF8CD762A3CF68257C53EF0DA2E25890D1B7120&selectedIndex=4

  25. C. Affective Engagement • “The affective networks are located at the core of the brain and enable us to engage with tasks and influence our motivation to learn” (Rose, D. H., & Meyer, A. 2002). • In my classroom; • To help motivate students and to get them engaged, I ask my students to fill out a questioner that provides me information about their likes and dislikes. I also ask the parents to tell me about their child. I spend time learning about my students so I know what will motivate them and be engaging. • Some like to draw: some students like to dance: • http://www.bing.com/images/search?q=draw&FORM=HDRS • http://www.bing.com/images/search?q=dance&qs=n&form=QBIR&pq=danc&sc=0-1&sp=-1&sk=#view=detail&id=6605FC614EE1A65A8D5868EA2F6063FE37E15937&selectedIndex=43 • CAST. 2012. National Center for Universal Design for Learning. Retrieved from http://www.udlcenter.org/aboutudl/whatisudl

  26. References • CASTCAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved from http://udl4maryland.webs.com • Reed, P. R., & Lahm, E. A.  (2005).  A resource guide for teachers and administrators about assistive technology.  Wisconsin Assistive Technology Initiative.  Retrieved from http://www2.mcdaniel.edu/its/edu/edu_507/!_readings/resource_guide_general.pdf • Rein, J.  (1997).  Adapted pencils to computers strategies for improving writing.  Center for Technology in Education.  Retrieved fromhttp://www2.mcdaniel.edu/its/edu/edu_507/!_readings/adapted_pencils.pdf • Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: universal design for learning. Retrieved from at:http://www.cast.org/teachingeverystudent/ideas/tes/ • Universal Design for Learning in Maryland. Retrieved fromhttp://udl4maryland.webs.com • Zabala, J. S.  (2003).  Ready, SETT, go!  Getting started with the SETT framework.  Closing the Gap, 23,(6).  Retrieved fromhttp://www.joyzabala.com/

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