UDL and Ele by wanghonghx

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									Universal Design for Learning: Tipping Points from Research to Practice
           CEC Design for Thursday, April 3, 2008
      Universal 2008 Strand B, Learning: Tipping Points
                from Research to Practice
        CEC 2008 Strand B, Thursday, April 3, 2008

   Session 6: Preparing Teachers for UDL Implementation:
   Lessons from Research and Practice
        Session leader: Diane Browder, UNC-Charlotte
        Presenters: Grace Meo, CAST; Pat Previte, Ipswich Middle School;
        Margo Izzo, Ohio State University; Patti Ralabate, National Education
        Association
        Discussant: Richard Jackson, Boston College
   If you find these materials useful, here’s how to cite this presentation
   using the APA style:
   Meo, G. (2008, April 3). Professional development and UDL. Presented at
   the Council for Exceptional Children National Convention, Boston, MA.
Professional Development & UDL

   Photographs removed of students from various ethnic
   backgrounds, students with visible disabilities, students at
   computers
Professional Development Goal


Improve learning outcomes by minimizing

    barriers and maximizing learning

      opportunities for all students
   Professional Development
           Approach




    Research Based Educational Practices
  Universal Design for Learning Framework
Effective Professional Development Techniques
   A State Initiative
A UDL Approach to Improving
  Early Literacy for Children
  with Cognitive Disabilities
         Essential Question

How can our team support the development
 of emergent literacy skills for children with
 significant cognitive disabilities in inclusive
           settings in our school?
 Project Description (Years 1-3)
            RFP Process
         Administrator Meeting
Teams of four (REG, SPED, parent, other)
           6 Days of Training
           On-going support
            Team Stipends
                   Participants
         # of Districts   # of Parent and # of Participants
                          Educator teams
Year 1   18 Districts     19 teams          72 participants

Year 2   17 districts     20 teams          61 participants

Year 3   17 districts     20 teams          70 participants

Totals                                     203 participants
                  Relevant Research
            Reading and Children with
         Significant Cognitive Disabilities

• Fewer opportunities to engage in explorative literacy activities.
 (Koppenhaver, et.al.,1991)

• The capacities of this population had been significantly
  underestimated! (Koppenhaver, 1995)

• Isolated skill instruction and isolated contexts (Katims, 2000)

• Meta Analysis of 128 studies - Teach sight vocabulary but no other
 areas of literacy instruction as defined by the NRP (2000)
 (Browder et.al, 2006)
     Broken Curriculum


Photograph removed   Isolated skill
showing various
textbooks
                     instruction

                     Functional sight
                     words
         The Literacy Focus

National Reading Panel, 2000
  Phonemic Awareness
  Phonics
  Fluency
  Vocabulary
  Comprehension Strategy Instruction


Teaching in context not isolation
           AND
Universal Design for Learning

 Multiple Means of Representation
   Multiple Means of Expression
  Multiple Means of Engagement
          Tools (Years 1-3)
Free Internet Literacy Resources
           Wiggle Works
        Literacy by Design
            Book Builder
 Site License to Text-to-Speech
Building Capacity (Year 4)

  1. Survey and/or Visits (9 Sites)

  2.Training (6 Sites)

  3.Book Builder Training
             What We Learned
Challenges
Technology
   Time
 Attrition
                Photographs removed showing
                students and teachers in
                classrooms using computers




                                           Successes
                                       Teacher Engagement
                                      Sharing of Resources
                                      Changed Expectations
            Teacher Comments
I have 2 students that would not even go through a book
before and now they at least go through the whole book.
They also ask questions if able to speak about what's next
in the book. I have also seen a slight increase in the reading
skills of my students who have struggled with reading
comprehension in the past.


I think the biggest success was having the children so
engaged with the books on the computer. Also, watching
them build comprehension skills by having the children
listen to the stories and answer the questions over and over
until they fully understood the stories.
             Next Steps

What considerations should be made to
embed the pedagogy of this project into
classroom practices?

What are the next steps to sustain the
work of this project?

What are the next steps to scale up the
work of this project?

								
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