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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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