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. Provide multiple means of representation.
02. Provide multiple means of action and expression.
03. Provide multiple means of engagement.
The 'traditional'
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Students with a disability/impairment can experience high levels of educational success in such a classroom. A student that has a visual impairment could view information presented on the smartboard through their own handheld mobile tablet device on their desk, they can zoom in to increase the size of the text and they can use applications and software that can highlight passages of text. These features are meeting the individual needs of a student who has visual disability/impairment and the use of the UDL principles of multiple means of representation is increasing the students' chances of accessing the information and processing the new learning and skills being presented by the teacher. It stands to reason, that the more engaged in the learning process and higher the motivational levels are to learn, any student (including those with a disability/impairment) has a greater chance to experience academic success. When the principles of UDL are married to effective teaching, an inclusive classroom ethos, differentiated forms of instruction and, the Growth Mindset approach, each student will have the best possible chance of being …show more content…
I will continue to present my lessons is an interactive and engaging fashion but I will seek greater levels of student feedback, both about my own teaching but also about their learner preferences. For instance, I will seek student input on what specific aspects of an upcoming history topic (for example) they want to cover. Seeking student involvement in this manner should increase active engagement levels when the content is delivered using the UDL approach. One example of a lesson that I taught in the UK which I now know how I could improve was a history lesson on the affects of the Industrial Revolution in the city of Sheffield, South Yorkshire. The students had to review different types of resource that were placed around the classroom and present the information by following a prescribed worksheet. By scrapping the worksheet, maintaining the manner of student interaction with the resources (changing the topic for something more suitable in a Canadian classroom potentially) but allowing the students to capture the information and present it in a manner of their choosing, I could increase the scope of learning for each student as they would have more control of how they presented the information and therefore, engagement levels should increase and transfer to long-term memory should be
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
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.
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.
I listen to my students. I allow time for their individual impute in what they are learning, and adjust accordingly. I really believe that is why students can be so into the idea of being taught, because they are all encouraged to lead the discussion and projects before them as it relates to the curriculum. I try to learn from my students by listening to their interpretation. I am learning what interest them, and feed off of it in the work that needs to be performed. Work towards a positive social society, with this education does takes place for our students, teachers, and community, all for a better future, one that is full of knowledge and acceptance. What could be any
The UDL has three main components that teachers should provide: multiple means of representation; multiple means of action and expression; and multiple means of engagement. Each component can benefit greatly from the use of assistive technology. In terms of representation there is assistive technology, such as interactive whiteboard, electronic textbooks and applications that improve website readability, that allow a larger percentage of students to gain the information
Reiff, H. B.; Ginsberg, R.; Gerber, P. J. New Perspectives on Teaching from Successful Adults with Learning Disabilities. Remedial and Special Education 16, no. 2. 1 (January 1995): 29-37. EJ 497 555 - "E.P. Riviere, A. Assistive Technology: Meeting the Needs of Adults with Learning Disabilities.
Incorporating technology in the classroom can be accomplished via any technology that is utilized to enable any student the opportunity to enhance or sustain the educational learning environment with any student necessitated by impairment (Guder, 2012). Dove ...
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
“Assistive technology can be a powerful tool to help equalize learning environments for students with disabilities” (Stumbo, Martin & Hedrick, 2009, p.103). For example distance learning, online classes, and the use of the internet provide an alternative to the struggles and hardships for people who rely on mobility devices. For that reason AT devices such as computers are vital for providing communication in the educational journey of people with physical disabilities. Although distance learning and online classes are “typically not created with the intention of serving disabled students” it demonstrates an effective course of action for individuals to enhance their education (Foley & Ferri, 2012, p. 197). Acquiring the knowledge to use computers and the different AT devices, such as Ipads and smartphones at an early stage in the educational process offers the ability to keep up with the AT devices enhancements and new developments. The correlation between education and employment is well documented with higher education increasing the quality of employment and earnings. Stumbo et al. refer to a case study of 71 Au...
Instead of teaching us how to do projects and essays, how to use the quadratic formula, how to understand the concept of war, teach us instead the art of persuasion. Teach us the ways of entertaining an audience, the dilemmas that the world faces. Teach us that there are an enormous amount of issues in the world and they come with an abundant amount of solutions. To learn how to engage an audience is to learn how to teach one.
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...
“The universal design for learning involves the conscious and deliberate planning of lessons and outcomes that allow all students access to and participation in the same curricula.” (Ashman & Elkins, 2008, p. 248) When curricula, instruction and assessment are designed using UDL students are offered various approaches of; presentation, expression, and engagement (who, what and why of learning). Using the UDL teachers must allow students to present information and content in different ways, differentiate the ways that students can express what they know, and stimulate interest, engagement and motivation for learning. (Ashman & Elkins, 2...
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.
Over the last eight weeks this writer has learned a monument amount of knowledge in a short period of time. Each module and activity clearly defined each objective covered in the readings. Reflection plays a huge part in increasing one's self awareness, after having reflected on the course assignments writer is prepared to use the knowledge that they have attained. Having taken this course one feel comfortable utilizes the materials in the professional world successfully. Before taking this course many things about the laws and right guaranteed to students with disabilities were unclear. Knowledge is power and knowing has opened this writer up to understanding how a special educator a...
Assessing student understanding is important but as a teacher you need to provide feedbacks to the students. During my lesson, I allowed the student to ask questions and tried to answer each individual’s answer right away. Since my students are not able to read or write I had to provide feedbacks by verbally.