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Universal Design for Learning

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Universal Design for Learning A national educational priority for classrooms that include all students, regardless of exceptionality or diversity. – PowerPoint PPT presentation

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Title: Universal Design for Learning


1
Universal Design for Learning
  • A national educational priority for classrooms
    that include all students, regardless of
    exceptionality or diversity.

2
Barriers to Learning
  • The single most significant barrier that keeps
    all students from learning is the fixed medium of
    presentation and assessment of knowldge.
  • Universal Design for Instruction (UDL) is a form
    of instruction that benefits all students,
    regardless of disability.

3
UDL
  • provides equal access to learning, not just equal
    access to information.
  • allows students to control the method of
    accessing information while the teacher monitors
    the learning process.
  • is designed to work with all students in a
    mainstreamed classroom where a range of student
    ability levels are present.

4
UDL
  • takes into account students with learning
    difficulties, speech or language difficulties,
    emotional disturbances, autims, health
    impairment, mild mental retardation, traumatic
    brain injury, hearing impairments/deafness,
    visual impairment, deaf-blindness, orthopedic
    impairments, and those with multiple disabilites.

5
UDL
  • does not remove academic challenges or water down
    the curriculum.
  • removes barriers to equal access and helps to
    provide a least restrictive environment for
    students with disabilities.

6
Four Main UDL Components
  • Goals and milestones for instruction (often in
    the form of scope sequence)
  • Media and materials to be used by students
  • Specific instructional methods
  • Means of assessment to measure student progress

7
UDL provides multiple, flexible
  • methods of presentation active engagement
    including discovery, interactive demo, inquiry
    lesson, inquiry lab, PBL, case study, etc.
  • expression and practice writing, oral,
    whiteboard, PPT, drawing, projects, etc.
  • options for engagement allow students to select
    some of the content to study, allow for choice of
    tasks on tests, etc.

8
Framework - before instruction
  • Get to know your students abilities, special
    needs, and learning styles
  • After reviewing standards, determine learning
    needs
  • Devise instructional approaches to reach greatest
    number of students
  • Recognize individual needs of students
  • Set curricular goals
  • Determine learning supports
  • Adapt methods and materials to individual student
    needs
  • Select appropriate UDL strategies, tools, and
    features to adapt instruction.

9
Framework - during instruction
  • Differentiate instruction to reach students on
    their own levels
  • Special educator and general educator consult
    with one another
  • Use other methods and ongoing feedback to adjust
    instruction
  • Use equitable, flexible, accessible methods to
    fit instruction to student needs
  • Special educator and general educator collaborate
    to resolve residual problems
  • Use UDL features to determine student progress
    for feedback and to adjust instruction

10
Framework - after instruction
  • Employ ongoing or alternate assessments to
    determine progress, needs, and future direction
    of class
  • Repeat planning cycle
  • Make sure assessments reflect UDL characteristics
  • Assess continuously through variety of formats to
    track student progress
  • Adapt delivery of instruction as needed
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