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Universal Design for Learning

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Title: Universal Design for Learning


1
Universal Design for Learning
2
"The world is harder when it is not conceived
for you."
http//www.ad-awards.com/inc/video.swf?id104
3
WHAT IS UNIVERSAL DESIGN?
  • 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.

4
  • Emphasizes meeting the individual needs of a
    broad range of students

5
  • Attempts to remove barriers to the learning
    process without watering down academic standards

6
  • Stresses flexible and customizable delivery of
    content, assignments, and activities

7
  • Goes beyond accommodating students with
    disabilities to benefit all students

8
WHY USE UNIVERAL DESIGN?
  • Audiences have -
  • A variety of cultural, ethnic and racial
    backgrounds
  • Distinct learning styles
  • Different primary languages
  • Different abilities

9
  • These differences mean that people do no receive,
    process, or remember information in the same ways

10
Learning Styles
  • Auditory
  • lectures
  • music
  • rhythms
  • Visual
  • pictures
  • diagrams
  • colors
  • shapes

Kinesthetic lab exercises demonstrations building
sculpting drawing
11
1989 Research GERBERCharacteristics of How to
Achieve Success
Personality Styles
  • Control Internal
  • Desire
  • Goal Orientation
  • Reframing
  • Adaptability External
  • Persistence
  • Goodness of Fit
  • Learned Creativity
  • Social Ecology

12
Learning Challenges
  • Verbal IQ
  • Information A measure of general knowledge.
  • Digit Span A test of immediate auditory recall
    and freedom from distraction.
  • Vocabulary A measure of expressive word
    knowledge. It correlates very highly with Full
    Scale IQ

13
Learning Challenges
  • Verbal IQ
  • Arithmetic Mental arithmetic brief story type
    problems. Tests distractibility as well as
    numerical reasoning.
  • Comprehension Focuses on issues of social
    awareness.
  • Similarities A measure of concept formation.

14
Learning Challenges
  • Performance
  • Picture Completion A test of attention to fine
    detail.
  • Picture Arrangement A test of logical
    sequencing.
  • Block Design Involves putting sets of blocks
    together to match patterns on cards.

15
Learning Challenges
  • Performance
  • Digit Symbol Involves copying a coding pattern.
  • Object Assembly Four small jig-saw type puzzles.

16
PROCESSING DEFICITS
  • Visual Perception Discrimination
  • Not seeing likenesses and differences in shape
    and form as in letters, words and numbers.
  • Language Processing
  • Difficulty with word attack, phonics, word
    identification, sequencing, fluency,
    comprehension

17
PROCESSING DEFICITS
  • Auditory Perception/Discrimination
  • Not hearing differences in similar sounds, not
    hearing high range or low range sounds
  • Executive Functions
  • Memory, organization, prioritizing, analysis,
    synthesis

18
Learning Processes
  • Intake information
  • Process information
  • Output information
  • Apply learning in new situations

19
PLANNING FOR UNIVERSAL DESIGN
  • Identify the students
  • learning style
  • personality characteristics
  • learning challenges

20
PLANNING FOR UNIVERSAL DESIGN
  • Identify the teachers
  • teaching style
  • academic expectations
  • flexibility

21
PLANNING FOR UNIVERSAL DESIGN
  • 1. Identify the essential components of the
    lecture, presentation, activity, project

22
  • 2. How can the information be presented in the
    most inclusive way possible without compromising
    the essential components identified?

23
PLANNING FOR UNIVERSAL DESIGN
  • Plan for success
  • advance preparation
  • communication
  • flexibility

24
PRESENTATION CHALLENGES
  • Sustained concentration
  • Auditory reception/processing
  • Retention of oral information
  • Fluency in spoken language
  • Note taking
  • Reading/writing skills

25
PRESENTATION CHALLENGES
  • Processing speed (requires simultaneous visual,
    auditory and manual processes)
  • Interpersonal communication skills
  • Evaluation / prioritization difficulties

26
EVALUATION CHALLENGES
  • Tests, Reports, Presentations
  • Reading comprehension
  • Memory
  • Language processing
  • Interpretation
  • Organization

27
EVALUATION CHALLENGES
  • Tests, Reports, Presentations
  • Environmental issues (noise, other distractions)
  • Anxiety issues
  • Time management

28
STRATEGIES FOR SUCCESS
  • Visual Perception/Discrimination
  • Provide information in auditory format
  • e-text, audio text
  • talking dictionary
  • talking word processor
  • talking calculator

29
STRATEGIES FOR SUCCESS
  • Language Processing
  • Provide information in multiple formats
  • e-text/audio text printed text
  • talking word processor voice recognition
    software

30
  • audible spell check, grammar check
  • Franklin speller w/voice

31
STRATEGIES FOR SUCCESS
  • Auditory Perception/ Discrimination
  • Provide information in visual format
  • Voice recognition software
  • Copies of notes
  • Powerpoint, interactive boards

32
Mark
  • I am a 19 year old male with learning
    disabilities attending college. I rarely read
    except for the times that I am really interested
    in the subject matter.
  • When I need to read and study textbooks, I read
    out loud, tape myself, and play back the tape
    repeatedly.
  • I can get by with this method but I need a more
    efficient means to absorb what I read.
  • What can I do to stop the insanity?

33
Marks Action Plan
  • LD Screening and/or Evaluation
  • Visual Perception Discrimination
  • Auditory Perception Discrimination
  • Assistive Technology Evaluation,
    Software/Equipment Training
  • AT for reading and writing
  • Testing Accommodations and Modifications
  • Goals
  • 4 year degree
  • Speech Communication
  • Increase Reading and Writing skills
  • Personal Budget Planning

34
The rate at which you learn will become the
only sustainable competitive advantage youll
have in your life.
  • Peter Senge (The Fifth Discipline)

35
TOOLS FOR SUCCESS
  • Technology provides the tools to function
    effectively and independently

36
Microsoft Word
  • Auto-correct
  • Auto text
  • Auto summarize
  • Outlook
  • Templates
  • Formatting
  • Highlighters

37
Microsoft Accessible Technology
  • Accessibility Resource Centers
  • http//www.microsoft.com/enable/centers/default.as
    px
  • Resource Guide for Individuals with Learning
    Difficulties and Impairments
  • http//www.microsoft.com/enable/guides/learning.as
    px

38
Apples Accessibility Features
http//www.apple.com/accessibility/
  • Accessibility Technologies in Mac OS X
  • Zoom
  • Full keyboard navigation
  • Sticky keys/Slow keys
  • Mouse keys
  • QuickTime Closed Captioning
  • Visual Alert
  • Spoken items
  • Talking alerts
  • Speech recognition
  • Display Adjustment

39
Reading Tools
  • Kurzweil 3000
  • http//www.kurzweiledu.com/
  • WYNN (What You Need Now)
  • http//www.bookshare.org/web/Welcome.html
  • Read Write Gold
  • www.texthelp.com

40
Reading Tools
  • Scan and Read Pro
  • www.readingmadeez.com
  • Digital text
  • Publishers
  • In house production
  • Production centers

41
Accessing Alternative Text
  • Recording for the Blind Dyslexic
  • http//www.rfbd.org/
  • BookShare.org
  • http//www.bookshare.org/web/Welcome.html
  • AMX Index Data Base
  • http//www.htctu.fhda.edu/
  • AMAC
  • www.uga.edu

42
Playback Devices
  • General Purpose vs. Specialized
  • Hardware vs. Software
  • Depends on format of
  • e-text

43
Writing Tools
  • Inspiration
  • www.inspiration.com
  • SOLO, Draft Builder, CoWriter, Write OutLoud
  • www.donjohnston.com
  • Read Write Gold
  • www.texthelp.com

44
Writing Tools
  • Talking word processor
  • www.readingmadeez.com
  • WordQ
  • www.wordq.com

45
Premier Assistive Software
  • Scan and View
  • Talking Word Processor
  • Text Clone Pro
  • Ultimate Talking Dictionary
  • Universal Reader
  • Complete Reading System
  • E-Library/E-Text reader
  • Talking Internet Browser
  • PDF Magic Pro
  • Scan and Read Lite/Pro

46
Writing Tools
  • SOLO
  • is a software tool
  • set that builds
  • learning skills in
  • reading, writing,
  • planning,
  • organizing, revising and editing

47
Writing Tools
DraftBuilder helps your students develop a
strategic approach to planning, organizing and
draft-writing it breaks the writing process into
small, manageable chunks so students stay on task
and build effective writing habits.
48
WordQwww.wordq.com
  • Predicts what you are typing and presents you
    with a list of correctly spelled words. 
  • 30 day download

49
Voice Recognition
  • Words appear on screen and in memos, emails,
    spreadsheets and other documents
  • 160 words per minute
  • Surf the web by voice
  • Dictate into a handheld digital recorder for
    automatic transcription later
  • Text to Speech

Dragon Naturally Speaking
50
Digital Voice Recorder
  • Speech-to-text software
  • Download to computer, save on CD, iPod, or other
    device

51
  • Countdown timer
  • Event link calendar
  • Multiple alarms
  • Easy-to-read, large digit display
  • Works with MICROSOFT OUTLOOK messaging and
    collaboration client

52
Resources
  • Universal Design Education Online
  • www.udeducation.org/
  • Center for Applied Special Technology (CAST)
  • www.cast.org/research/udl
  • DO-IT (University of Washington)
  • www.washington.edu/doit/Faculty/Strategies/
    Universal
  • FacultyWare (University of Connecticut)
  • www.facultyware.uconn.edu/home.cfm

53
Resources
  • Universal Design Education Project, University of
    Oregon
  • www.uoregon.edu/sij/udep/
  • University of Wisconsin/Milwaukee, Universal
    Design in Education
  • www.uwm.edu/edyburn/ud.html
  • Utah State University ASD Project
  • http//asd.usu.edu/

54
Resources
  • University of Minnesota, Curriculum
    Transformation and Disability (CTAD)
  • www.gen.umn.edu/research/ctad/default.htm
  • University of Connecticut, Center on
    Postsecondary Education and Disability (CPED)
  • http//vm.uconn.edu/wwwcped/index.html

55
Resources
  • The Ohio State University, Partnership Grant
    Improving the Quality of Higher Education for
    Students with Disabilities
  • http//telr.osu.edu/dpg/index.html
  • University of Guelph, Universal Instructional
    Design, Teacher Support Services (TSS)
  • www.tss.uoguelph.ca/uid/index.html
  • AHEAD Universal Design for Inclusive Lectures
    and Presentations
  • www.ahead.org/publications.phpBrochures

56
  • Carol Pope
  • Kennesaw State University
  • 1000 Chastain Rd. 0502
  • Kennesaw, GA 30144
  • 770-423-6443
  • 770-423-6667F
  • 770-423-6480TTY
  • LDA 44th Annual International Conference
  • Feb. 14-17, 2007
  • Pittsburgh, PA
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