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Ron mace universal design for learning
Universal Design for Learning and Approaches Reflection paper
Universal Design for Learning and Approaches Reflection paper
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Recommended: Ron mace universal design for learning
Charity Uzochukwu
EDEC 5622
Dr. Short
8/4/15
IRIS Module: Differentiated Instruction
Briefly describe Universal Design for Learning. Make sure to include the three principles of UDL. UDL is a research-based framework that teachers can use to help students, including students with disabilities demonstrate their knowledge in a variety of ways. By using flexible materials, techniques and strategies to reduce barriers in instruction and provide supports that will help students succeed academically. The way information is presented using UDL is flexible that it open up ways and opportunity for students to engage, respond or demonstrate their knowledge and skills, in the ways that is unique to the students.
The UDL principles:
Multiple means of Representation. This is a means of presenting information and course content in multiple formats, to make it easier for all students to access it.
Multiple means of action and expressions: Gives students the opportunity to use different alternatives to express or demonstrate what they have learned.
Multiple means of engagement: Helps to stimulate, motivation and increase
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We would visit the garden in the school and finally, watch a video with audio on plants. I will use mixed ability grouping for group activities for the students to identify plant types by the leaves and discuss among each other each type. The long time learning activities for the class will be for the student to learn how to plant, water, give nutrition to plant by planting a beans in a pot and we all watch it grow. The students Knowledge will be accessed by giving the students the option of either search the internet for more facts about plant and write a short paragraph about what they learned, or draw and label a picture of a plant and taking a quiz they discuss their answer in
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. National Center on Accessing the General Curriculum. Retrieved March 22, 2012, from www.k8accesscenter.org/training_resources/udl/diffinstruction.asp
Students with disabilities are not the only students who can benefit from creative tasks, projects, and assessments. A positive and caring approach to dealing with all student regardless of culture, disability or any other thing that make then different from the norm is key to the success of all concerned.
It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...
Plug-in urban design is a category which usually focuses on the strategic building of infrastructure components in a city. Through the design, new infrastructure elements can be plugged into existing built-up areas in order to bind them into a unit and boost their amenity level. For instance, some streets, footpaths, city parks, exhibition grounds, or even mass transportation lines, can be added to the open space between the existing buildings. This design, thus, can be treated as an incentive for individual owner-builders or property developers to invest in new buildings. The cost of the new elements may be borne by the overall public or private project developer, as represented in the master layout plan for a site or by the developers of individual buildings.
The definition of universal design was coined in 1985 by Ron Mace, an architect and founder of the Center for Universal Design. Universal design is “the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design” (Steinfeld, 1988). There are seven principles that are followed when creating with universal design in mind: equitable use, flexibility in use, simple and intuitive design, perceptible information, tolerance for error, low physical effort, and size and space for approach and use (Duncan).
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
The Universal Design for Learning (UDL) is a concept that is used at the point of teachers planning. This idea stems from the field of architecture and attempts to design products and environments so that they are usable by all people, in this case students, to the greatest extent possible without the need for adaption or specialised design. (Ashman & Elkins, 2008) The universal design for learning aims to promote access, participation and progress in regular education for all students and therefore has been suggested as a response that meets the needs of students.
In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while maintaining passing scores for the whole student body. To ensure academic success, teachers employ a multi-strategy approach to develop students of differing abilities and backgrounds. Every student is different in what skills and experiences they bring to the classroom; their personality, background, and interests are as varied as the ways in which teachers can choose to instruct them. Differentiated instruction has been an effective method in which teachers can engage students of various backgrounds and achieve whole-class success. When using differentiated instruction, teachers develop lesson strategies for each student or groups of students that provide different avenues of learning but all avenues arrive at the same learning goal.
Summary: UDL (Universal Design for Learning) is essentially a teaching approach that views each student holistically - as an individual. Each individual student has individual needs; they all learn most effectively in a variety of ways. By adopting a UDL approach to teaching and learning, the UDL teacher will deliver a curriculum that caters for the individual needs of their students across their teaching, in all curriculum subject areas and through out-of-school tasks such as homework assignments and long-term projects. There are three main principles that underpin the UDL approach. 01.
I will grade and handback the Parts of a Plant worksheets as students finish them. Review and Closing (10-15 minutes) I will have a show and tell with the students so they could become familiar with public speaking and being confident with the masterpieces. Here the will state there plant name and why they chose those colors for the plant to
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
The teacher uses materials that are flexible and are able to be presented in a variety of ways to meet the needs of the diverse students. The most common flexible medial is digital text. Digital text can be on the computer screen, increased font size, switch the text to speech feature, or highlight text as it is read. This allows students who potentially have a learning disability a way to read and analyze text to meet their needs. The students are active learners who engage and analyze the content.
Education is a profession which requires a teacher to be able to communicate with a multitude of students on a variety of levels. There is not a class, or student for that matter, that is identical. Therefore, teachers must be able to identify and help educate students from all different types of backgrounds and at different levels. Teaching a singular subject presents difficulties, but teaching students with disabilities should not be one. There are three main teaching areas that need to be focused on when teaching a student with a learning disability. Teachers need to focus on the strategies that will assist students with reading comprehension skills, writing skills, and maintaining appropriate behaviors in a classroom setting.
I believe that Face to Face learning is better than online learning because students have access to various learning resources on campus verses off. Face to face allows students to have instant gratification with answers and help. When a student is in class they can ask questions while it is fresh on their mind or help with a particular problem. If the student was at home online they would have to wait for the instructor to email them back. Is that really more conducive to a person’s education and learning?