udl aacl - inclusion alberta aacl.pdf · of udl? ! the three block model of udl was developed in...

UDL – Jennifer Katz, 2012 1

2015


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Research Outcomes

!  Students with Disabilities !  Academic outcomes – improved

literacy, language development and general knowledge, improved communication skills, equivalent life skills

!  Social outcomes – greater social networks, friendships, leisure skills

What Do We Know?

!  Can Learn !  Can communicate !  Peer modeling is critical !  Inclusive classrooms have

better social, emotional, academic, and life skill outcomes

!  Students without disabilities benefit too

Social Inclusion

!  Social inclusion is about: !  Recognizing and valuing diversity !  Engendering feelings of belonging by

increasing the participation of diverse and disadvantaged populations.

!  For education, social inclusion means that all students are a part of the social life of the classroom and school in their neighborhood!

© Dr. Jennifer Katz


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So What Does It Mean To

“Include”?

!   In my world, it means a true sense of interdependence, of value and respect. A recognition that EVERYONE is worthy of respect, has something to contribute, and deserves “a good life.”

!   In schools, that means every child is a part of the social and academic life of the classroom and school. Every child has the chance to feel good about themselves, and to experience success and growth.


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Academic Inclusion

!   Academic Inclusion in education is an approach to educating all students together.

!   All students are placed in their home schools, and services are delivered in the classroom/school – with the general education teacher taking primary responsibility for ALL students enrolled in the class.

!   Academic inclusion means all students are a part of the learning activities of their classroom and school – not parallel, but interactively with their peers and the general curriculum.


Academic Exclusion

!   Academic exclusion refers to the denial of the opportunity for an education, in the fullest sense of the word, to some individuals or groups of students.

!   Academic exclusion includes !  Denial of enrollment in neighborhood schools, !  Lack of exposure to curriculum and

instructional activities, !  Absence of interactions with qualified teaching

personnel and services, !  Segregation from peers during learning

activities. !   Individuals and groups have often been

academically been excluded when they are assumed, and then deemed, incapable of learning at a chosen standard.



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The Barriers

!  There are two ways to look at it. If you look at it, in David’s way, then you, you would let David join and yeah, they will. But the presentation might be not so good. But if you look at the way of their presentation, then they wouldn’t let David to join, because if David joined then they’ll have efforts on him and not on their novel and their presentation and they won’t get good marks.

!  They’re thinking should we let him join ‘cause if we do let him join we’ll like be helping him learn and he’ll be happy. But on the other hand, if we let him in, then we are probably not going to get good marks

GRADES, GRADES, GRADES!

Barriers

!  AIDES, AIDES, AIDES !  People with special aides

shouldn’t be working with normal people.

!  Should we include him in? Because we are so used to just um, hanging out with people like us, but then we really don’t talk to people who have special needs, they have aides to work with.

!  I think they are feeling they don’t really want to work with him because he has special needs and he needs to work with his aide.

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EA’s/Paraprofessionals

!  Research shows us the way in which the role is currently conceived: !  Reduces academic progress !  Reduces social interactions and skills !  Creates learned helplessness !  Increases social stigma !  Reduces teacher and peer support

!  We must re-define the role! !  The role of the EA is to facilitate social

and academic engagement for ALL students

!  Assign EA’s to classrooms (as we do teachers), not to students.


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What is UDL? A lens, not a list

!   A framework for achieving inclusive education. UDL is not the goal – inclusion is!

!   A philosophy that proposes it is possible, and indeed, cost-effective and ethically imperative to create accessibility for all to education and the quality of life it can provide.

!   A concept – of increasing accessibility while not diminishing the experience of those who were able to gain access in traditional ways !  In education, this means creating accessibility to the social

and academic life of the classroom and school, without taking away from the learning and school experience of those already being served – that is, not lowering standards or creating a negative school climate.

!   A blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.


Universal…

!  Does not mean one size fits all! !  It means choice, and flexibility

– it means multiple paths to the same place.

!  Take the elevator, or the stairs, the escalator, or the ramp – but arrive in the same place.

!  Take one route one day, and a second another day…doesn’t matter.

!  Anyone takes any route – no streaming.

Three-Block Model Core Philosophy

!  Four Visions/ Four Pillars 1.  Social Inclusion

-  Pillar 1: Self-worth -  Pillar 2: Belonging

2.  Academic Inclusion -  Pillar 3: Cognitive Challenge -  Pillar 4: Social Learning

3.  Meaningful Interactions -  socially and academically valued roles

4.  Meaningful participation -  Peer interactions facilitate critical

thinking and learning, perspective taking, self-worth, belonging, and respect for diverse others. © Dr. Jennifer Katz


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Essential Understandings

!  If we want every child to be a part of the social and academic life of the classroom – we need to consider: !  Communication

-  Methods, opportunities, social & academic contexts and demands, development

!  Participation & Quality of Experience

-  What are the “normal” experiences of a child of that age? How do we help every child have those opportunities / experiences?

•  Eg talk to friends without an adult present

What is the Three Block Model

of UDL? !   The Three Block model of UDL was

developed in inclusive classrooms. As such it is practical and grounded in a realistic process teachers recognize as “possible” and “real.” !  The first block examines Social and Emotional

Learning, and involves building compassionate learning communities, utilizing the Respecting Diversity (RD) program and democratic classroom management with class meetings.

!  In the second block of this model, called Inclusive Instructional Practice, a step-by-step planning and instructional framework is outlined that allows students of diverse abilities, learning profiles, and backgrounds to work in teams to master complex curricular concepts and skills.

!  The third block, Systems & Structures, delineates the changes in service delivery, roles, budgeting, staffing, etc. that best support implementation of inclusive education.


Social & Emotional Learning: Developing Compassionate Classroom Communities

• Respecting Diversity Program (RD) • Developing Self-Concept

Awareness of and pride in strengths and challenges Sense of belonging Goal setting and planning Leadership skills / opportunities

• Valuing Diversity Awareness of the strengths and challenges of others Valuing of diverse contributions to community Sense of collective responsibility for well-being, achievement of all Empathy, Perspective taking, Compassion

• Democratic Classroom Management Collective problem solving, recognition of rights and responsibilities Promotion of Independent learning, student choice & empowerment, leadership Increase in student engagement, ownership

THE 3 BLOCK MODEL OF U.D.L. Systems & Structures

• Learning Community • Distributed Leadership • PLC’s • Resource allocation to support collaborative practice • Team planning time, scheduling in cohorts/teams • Resource / EA allocations to classrooms / cohorts • Co-planning, Co-teaching, co-assessing • Consistent, authentic assessment across classes – rubrics • Collaborative decision making

Instructional Practice

• Integrated Curriculum • Student Choice • Flexible Groupings / Co-operative Learning • Differentiated Instruction • Differentiated Assessment • Assessment for learning / Class Profiles / Strategic Teaching • Technology • Discipline Based Inquiry • Meta-Cognition – Assessment as learning • Understanding by Design / Essential Understandings • Social & Academic Inclusion of Students with Exceptionalities



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SEL Outcomes

!! Elem.!!(3)8)!

SY!!(9)12)!

ALL!!(3)12)!

AB! CLD! DIS!

OVERALL!MANCOVA!

.606! .752! .662! .329! .492! .857!

Social!Self)Concept!

.079! .459! .136! .026! .326! .645!

Academic!Self)Concept!

.065! .361! .105! .326! .365! .456!

School!Belonging!

)! .215! )! .015! .169! .045!

Inclusivity! .018! .305! .035! .049! .171! .622!

Student!Autonomy!

.037! .263! .065! .113! .106! .738!

Class!Climate!

.142! .324! .196! .062! .338! .563!

Academic!Engagement!

.433! .539! .486! .024! .652! ,443!

Intellectual!Engagement!

.573! .668! .626! .076! .673! .640!

Challenge! .304! .254! .292! .008! .324! .583!

Academic Outcomes

GRADE Critical Thinking/

Achievement

Engagement

Early&Years&(K,4)!

.432! .461&

Middle&Years&(5,8)!

.320! .363&

Elementary&(K,8)!

.365! .399&

Senior&Years&(9,12)!

.457! .415&

All! .405! .363&Aboriginal/

FNMI!.689! .464&

CLD/ESL/EAL! .428! .406&Students&with&Disabilities!

.336! .248&

Academic Outcomes

GRADE Critical Thinking/

Achievement

Engagement

Students(with(Disabilities!

.336! .248(

Treatment Class (UDL)

Typical Class

Pre Post Pre Post

Students without significant disabilities

1.33 3.55 1.81 3.01

Students with significant disabilities

1.05 2.99 2.00 2.55


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Teacher’s Responses

!   Made it “doable” !  It was easy for me to mount up the

excuses for why things weren’t working. This showed me how to make things work

!  Made assessment quicker and smoother !  It makes my life as a teacher so much

easier and I marvel at how I didn’t figure it out myself

!   Made it enjoyable !  I find I enjoy teaching more than ever

before in my career. I can honestly say that this course has allowed me to see myself staying in the education field for many years to come, whereas previously I was trying to find alternatives


Teachers Perceptions of the Model

Themes Quotes Supportive of Philosophy !

•  I completely believe in teaching this way. It takes a tough class to really realize the positive effect it has on all students and adults in the classroom

Teacher Self-efficacy!

•  We have become more confident and competent in our ability to plan

Teacher ownership / reflectivity!

•  It was easy for me to mount up the excuses for why things weren’t working. This showed me how to make things work

Improved Assessment Practices!

•  Made assessment quicker and smoother

Organization! •  Focuses the unit and instruction Reduced workload!

•  Thank you for giving me strategies and ideas that will make my job easier and enhance the school lives of my students

Job Satisfaction!

•  I find I enjoy teaching more than ever before in my career

Teacher Perceptions of Student Outcomes

Variable! F! DF! p=!Partial Eta! Sample Scale Item!

Student Self-Concept!

2.40! 1,32! .009! .196!“Students self-initiate, persevere through challenging tasks”!

Student Social Engagement!

6.82! 1,32! .014! .176!“Students can maintain friendships; participate in school life / activities, and generally like school”!

School Climate!

5.60! 1,32! .024! .149! “Students, staff, admin, and families feel welcome and respected”!


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Teacher Perceptions of Student Outcomes

Themes Quotes

Reduced challenging behavior!

•  We don’t have the behaviour issues we did in the past

•  Office referrals are down significantly

Improved self-esteem!

•  Level of social inclusion, self-esteem and quality of relationships has been enhanced

Improved interactions!

•  New, perhaps unlikely friendships have occurred

Increased risk taking!

•  The difference is that “Johnny” actually wants to attend school and is willing to take risks

Leadership! •  I think it is almost magical to watch some students, who have always been very shy, quiet, or “weak” come out of their shells and blossom into class leaders

Learning! •  Our students are progressing rapidly in reading, writing and basic math skills

•  Students know big ideas

Engagement! •  I noticed by March the students were more engaged

Challenges to Implementation

Themes Quotes Planning Time! •  Need school wide cross-grade

planning, and this takes time Collegial Resistance and the Need for PLC’s!

•  Not everyone is open to it •  Ongoing guidance is essential

Resource Availability !

•  Need Resources – multi-leveled books, hands on materials

Government and Divisional Barriers!

•  Our scheduling format makes collaboration and in depth study impossible

•  We are required to report grades every two weeks – how is that inclusive?

Public Education! •  Parents want the traditional things they are used to like spelling tests and worksheets


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Three Practices

1.  Spirit Buddies 2.  Democratic Classrooms 3.  Respecting Diversity (RD)

Program

Spirit Buddies

!  What are they? Why? !  Groups of three – people they do not

know! !  Touch base every morning – a

personal connection! -  5 minutes each, how are you today? -  Listen, don’t interject your life

experiences! !  Is about your spirit – your well-being

(not religious lol) !  Creates community, everyone knows

someone, has a support network.



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The RD Program

!  The intention of this script of lessons is to create a classroom atmosphere that supports inclusion of diverse students.

!  This atmosphere must foster a sense of safety in all children, and a true respect for diversity – the recognition that we all have strengths and challenges that are valuable to the community.

Where To Find It

!  “Teaching to Diversity” – Chapter 3

!  www.threeblockmodel.com/

RD Program: Lessons 1 - 4

!   Multiple Intelligences Introduction – what is smart? Expand students notions of what smart is.

!   Surveys – used as metacognitive reflection – how do I learn best? What am I drawn to?

!   Class Brain – Flags. What do I have to be proud of/contribute?

!   Careers – associated with each intelligence. Build hope – what can I strive for?


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RD Program: Lessons 5 - 9

!  Building Community! !  Respect for diverse others requires

seeing value in others…for egocentric kids, that’s difficult.

!  Role plays: -  What would the world be like if everyone

were… -  What would the world be like if no one

were… !  Students need to see that everyone

has strengths and challenges – everyone has something of value to contribute – and we are all interdependent.

!  Goal setting – how everyone can support each other – create a team!

!  Debrief disabilities.

Steps for Design

1.  Find connections in your curriculum

2.  Determine the essential understandings / big ideas

3.  Turn them into questions, that students can inquire into

4.  Develop a rubric that allows for multimodal assessment and outlines the development on CONCEPTUAL understanding

5.  Design differentiated team activities for students to engage in

Gradual Release

!  Beginning of the unit – teacher led modeling

!  Guided Practice: !  Stations and centres in learning

teams !  Teacher floats - facilitates,

scaffolds, assesses, instructs small groups as needed

!  Independent Application – final project


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For Example

!  Ecosystems & Natural Resources !  Ecosystems vary in the food and

natural resources available within them.

!  Resources can be classified as renewable and non-renewable, and this impacts stewardship for sustainability

!  All people, communities, societies, nations, and environments are interdependent.

!  Abiotic and biotic features of an ecosystem, and our planet as a whole, interact and effect each other.

Sample Rubric

Beginning Approaching

Meeting Taking Off

Identifies biotic features of an ecosystem

Describes relationships among biotic organisms (e.g. food chain)

Analyzes interdependence of relationships amongst biotic organisms

Proposes solutions to sustainability issues within an ecosystem

Categorizes biotic and abiotic features of an ecosystem

Describes impact of biotic organisms and abiotic features on each other

Analyzes interdependence of relationships amongst abiotic and biotic…

Proposes solutions to sustainability issues within an ecosystem

Understands that scientists

study how the world

works

Explains why scientists postulate

theories (they are trying to

figure out how the world

works)

Explains the connection between

wondering, theory, and

experimentation

Argues the role of

science in “progress” (ie the pros and

cons) © Dr. Jennifer Katz

udl aacl - inclusion alberta aacl.pdf · of udl? ! the three block model of udl was developed in...

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