promoting inclusive classroom adopting udl

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Post on 27-Jan-2017




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  • Promoting Inclusive ClassroomsbyAdopting Universal Design for Learning(UDL)

    Suresh Kumar,Ph.D. Research Scholar,Aryabhatta Knowledge University, Patna

  • Which is closer to your classrooms?

  • Todays Session at a GlanceInclusive ClassroomOrigin of UDLThe Need for UDLWhat is UDL?Principles of UDLUDL Learning Guidelines

  • Defining Features of Inclusive ClassroomsAccess: All children have access to the general education curriculum and learning environment.Participation:All children can participate in all activities and routines through scaffolding and intervention.Support:All teachers have the tools they need to help all young children, who have unique strengths and needs.

  • Creating classroom norms, expectations and rules are a golden opportunity to establish and sustain student engagement, use it.

    - Dr. Mary Magee Quinn

  • The Need for UDLTo fulfill the need of increasingly diverse students with special reference to differently abled students.Increased emphasis on student retention.Shift in pedagogy from delivering instruction to promoting learning.Students report:Unclear expectationsTextbooks inaccessibleLectures that require extensive note takingAssessments that dont reflect their learningDifficulty attaining accommodations

  • UDL is built on the premise thatLearning differs across tasksLearning differs across developmentLearning differs across individuals

  • What is UDL?The design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember (U.S. Council for Exceptional Children)

  • Origin of UDLBorn from architectural world

    Intended to design and construct equal access facilities

    Concept transferred to education in 1990s.

  • Universal Design: Access for everyone!Old design: Some are denied

  • Universal design principlesNot an afterthought: Full access is designed from the outset (beginning)

    More cost-effective than retrofitting

    More elegant and easy-to-use

  • Three Fundamental PrinciplesMultiple Means of RepresentationTo increase recognition

    Multiple Means of ExpressionTo expand purposeful output

    Multiple Means of EngagementTo enhance involvement

  • Multiple Means of RepresentationIn order to support the many ways children learn, teachers need to introduce and share concepts in formats that make sense to the children.

  • Multiple Means of Action and ExpressionRefers to the opportunities that we give to children that allow them to show us what they know and what they are able to do in different ways.

  • Multiple Means of EngagementProvide multiple means of engagement to tap individual learners interests, challenge them appropriately, and motivate them to learn.

  • Students have:

    1. Choices which will engage student interest

    2. Options for how they learn

    3. Choices for how they demonstrate their learning

    Teachers provide:

    Flexible options for student engagement

    2. Flexible ways of presenting lesson content

    3. Flexible methods of expression, and assessmentUniversal Design for Learning

  • Universal Design for LearningReduces barriers in instruction

    Provides appropriate accommodations [and] supports

    Maintains high achievement expectations

  • Universal Design for LearningEliminating or reducing barriers to academic success for all students

    Valuing diversity in the classroom through proactive design of inclusive curriculum

  • UDL applies to the whole curriculum

  • GoalsTraditionalLearning goals may get skewed by the inflexible ways and means of achieving them.

    UDLLearning goals are attained in many individualized ways, by many customized means.

  • MaterialsTraditionalMostly print and everyone gets the same materialsFew options

    UDLVariety of materials and formats to reach learners with diverse abilities, styles, and needs equally well.

  • MethodsTraditionalTeacher centered (lecture)Homogeneous groupingBurden on student to adapt to get it

    UDLInteractivityHeterogeneous groupingRich supports for understanding, independent learning

  • AssessmentTraditionalConfuse goals with means.Summativewhen its too late to adjust instruction!

    UDLMany positive means as long as they measure learning!Supports instructional improvement.

  • Universal Design for Learning Guidelines

  • Apply UDL to your instruction

    Demand universally-designed products

    Share your UDL resources and lesson plans with others

    Advocate curriculum adoption policies that require UDL principlesWhat can you do now?

  • Summing it all upThe old days will not be again, even as a man will never again be a child.(Dakota)You are shaping the future!

  • May you be one who makes things happen for the students you teach.

    May you have a wonderful and successful school year.