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Diversity in the classroom is not limited to abilities
Universal Design for Learning and Approaches Reflection paper
Diversity in the classroom is not limited to abilities
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As educators, it is important to address individual differences in students’ recognition, strategic, or affective networks, thus providing the best possible support by individualizing pathways to learning through Universal Design for Learning (UDL). A study on alternative education for children suggests oversimplifying learner differences by categorizing students into two groups, regular and special, fails to accurately represent the full diversity of learners in the classroom. ( Meo, 2010, p. 21) Therefore, UDL is a framework for designing curriculum which provides all students equal opportunities to learn, with no discrimination to individual needs. In order for students to have equal opportunity in their learning and achievement, curriculum development must follow a set of principles, which are: representation, action and expression, and engagement. (CAST, 2013, para.1) Together these principles share one goal in providing students with a wider variety of options in their learning. As Educators, whether it’s “addressing individual differences in our students' recognition, strategic, or affective networks, we can provide the best support by individualizing pathways to learning” (Meyer & Rose, 2002, n.p). This report will pay attention to the three principle’s of UDL, by understanding strategies of theories and applying this knowledge to the classroom and diverse student learners through Differentiated Instruction (DI). Classrooms with a variety of diverse students with different needs and abilities require multiple means of delivery in lessons, as well as curriculum planning and design, otherwise known as representation. This recognition network focuses on the what of learning; how facts are gathered, what is seen, heard,... ... middle of paper ... ...0.secure.griffith.edu.au/lag/file/f676844d-d6bf-4616-bd63-01a017a4506e/1/cr1390194012355.pdf Kessler, E., & Whitbread, K. (n.d.). Universal Design for Learning: Opening Doors for Students with LD and ADHD. Retrieved May 5, 2014, from http://www.smartkidswithld.org/ld-basics/treatments-and-support/universal-design-for-learning-opening-doors-for-students-with-ld-and-adhd Meo, G. (2008). Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program. Preventing School Failure, 52(2), 21-30. doi:10.3200/PSFL.52.2.21-30 Rose, D. H., & Meyer, A. (2002). Chapter 6: Using UDL to Support Every Student's Learning. In Teaching every student in the Digital Age: Universal design for learning. Retrieved from http://www.ascd.org/publications/books/101042/chapters/Using-UDL-to-Support-Every-Student's-Learning.aspx
While differentiating instruction and being able to design lessons geared towards the needs of diverse learners are currently highly prized skills for teachers, this has not always been the case. The history of education in the United States is a history of segregation. Even today, schools and curriculum are designed to meet the needs of a core group of students, which does not include students with disabilities (Hitchcock, Meyer, Rose, & Jackson, 2002). In the past, learners who were different, out of the mainstream, or did not fit into the mold to which teachers taught (were not part of the core) learned how or lost out on learning. This is not to say that teachers of the past did not care about their students, about being effective teachers, or about student learning. However, as schools are mirrors reflecting mainstream societal norms (Chartock, 2010; Delpit, 2006)—and, given that our society has not always valued diversity in people, be it due to disability, class, culture, or race—teachers in the past have largely focused their efforts where they could earn the largest return on their investment: the average student .
Tomlinson & Imbeau (2010) believe that there is a strong association between opportunities in life and educational opportunity. However, Tomlinson & Imbeau (2010) argue that people often misconstrued the notion of equal access to education to mean that all students should receive the exact same pacing, resources and instruction in the classroom. Therefore creating a one size fits all education system. More importantly, differentiated instruction recognises that students are not the same and that access to equal education means that given a certain goal, each student should be provided with the resources, instruction and support to facilitate them in meeting that objective (Tomlinson & Imbeau, 2010, p. 12).
This chapter introduces the concepts of exceptional students, the concepts of inclusion, and how these ideas have developed in the Canadian education systems. I have taken classes that cover these concepts before, but it is interesting for me to review them in the light of both my pre-internship and internship experiences. After these experiences I think I am better able to understand these concepts because I have dealt with them as a classroom teacher.
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 importance of having a curriculum that accommodates diverse learners, it allows the child to learn at their own level or ability. A child with emotional and intellectual challenges may not have the verbal or comprehension skills or the ability to control their body as their peers. With this in mind, classes with diverse learners can excel with an adjusted curriculum. An activity for example, using large Legos to teach the entire class their colors or numbers can help the intellectual challenge by asking to build a building by using on certain colors or amounts. By doing this activity the students can have fun and learn at the same time with using very little words. Also in a group activity the emoti...
“ On at least one North Carolina Campus, the University of North Carolina at Chapel Hill, the number of LD and ADHD students seeking eligibility for accommodations has almost doubled since 2002 and has grown eightfold since the 1980s. What’s more, the rate of growth is still accelerating.” (Vickers, 2010). The need for accommodations for LD and ADHD college students remains controversial due to the diagnoses being perceived by some as not legitimate. Today, the academic challenges faced by college students with LD and ADHD are improving due to support provided by coaching and positive phycology approach (Costello & Stone, 2012). Even though the two disabilities are categorized in different groups they share methods that can be integrated such as having counselors, peer tutors, and other services that will meet the student’s individual needs and future achievement. Colleges are looking for ways to better attend the rapidly growing population of students who have learning disabilities and Attention Deficit Hyperactivity Disorder and figuring out the best ways to facilitate their student’s success. With technology advancing everyday, college students have to know how to use a variety of advanced learning technologies to advance in their education. Students who are struggling with LD and ADHD can stumble across obstacles to equal access to these devices and successful learning in this new technological society.
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
“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...
Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. The Clearing House , 161-164.
Pisha, B, & Coyne, P. (2001). Smart from the start: The promise of Universal design for learning. Remedial and special education, 22(4), 197-203. Proquest education journals
Meeting the needs of academic diverse learners is the responsibility of their instructor. These diverse learners may include students who are one or more grade levels below classmates and the gifted student who is that much above. How can educators meet the needs of these students when their learning abilities are found at opposite ends of the instructional spectrum? The answer is planning successful lessons involving engaging activities, a variety of texts, technology implementation, and flexible grouping. The following is a lesson I implemented covering these key components.
National Center on Universal Design for Learning. (2012b). Learner Variability and Universal Design for Learning [Online seminar presentation]. Retrieved from http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore
There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then expect students of other social classes and cultures to change perspectives on motivation and competition, learning styles, and attitudes and values that their homes and families have instilled in them (Manning & Baruth, 2009).
The understandings I have gained from this course have completely revamped my way of teaching. I have been using the unit plan and curriculum map I created in this course for the past two years, and my students enjoy it more and more each year. Learning the importance of using big ideas and essential questions in the classroom have made me a better educator and has assisted my students in learning content and skills that they can transfer to all academic areas and into their everyday lives. I now use big idea and essential questions in every ...
As individuals, do we learn using one method? Does one method fit all? According to Carol Ann Tomlinson, differentiated curriculum is a way of, “shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn” (Tomlinson, 2001, p. 1).