UNIVERSAL DESIGN for LEARNING

Daniel Marx

REPRESENTATION3. PROVIDE OPTIONS FOR COMPREHENSION3.4 Options that support memory and transfer

Low-tech: Graphic organizers

Visual models that provide tool for understanding concepts and language & organizing and applying information to achieve variety of purposes.

Allow info to be represented in easy-to-remember ideas

May be easier to study from than traditional notes.

(Gallavan & Kottler, 2007).

8 Types: 1) Assume and anticipate 2) Position & Pattern 3) Group & Organize 4) Compare & Contrast 5) Relate & Reason 6) Identify & Imagine 7) Estimate & Evaluate 8) Combine & Create

REPRESENTATION 1. PROVIDE OPTIONS FOR PERCEPTION 1.1 Options that offer ways of customizing display of

information

High-Tech: Epson DC-11 Document Camera

Classroom presentation tech, displays documents or 3D objects 5-megapixel sensor, 10x digital zoom, and 30 frames-per-second

video (at full resolution) Can share info from textbooks, models, maps, etc. w/ vivid color

reproductions in landscape or portrait view (i.e. maps, whiteboards, 3D objects, videos, etc,)

Compatible w/ interactive whiteboard software “Smart Board” Can be connected to internet via USB connection to project

images onto a large screen that is remote controlled. Available at: DC 11 Product Page.htm. $559.00

EPSON Presents!.htm

EXPRESSION6. PROVIDE OPTIONS FOR EXECUTIVE FUNCTIONS6.2 Options that support planning and strategy development

Low-Tech: Homework Planner/Calendar

Self-monitoring strategy to keep track of homework assignments and communicate w/ parents

Space for students to write homework assignments and record tips for homework completion:

• Color the square for the day green if homework was completed and returned.

• Color the square for the day red if homework was not done.

• Color one-half of the square yellow and one-half of the square red if homework was late.

Place included for parents to sign off for homework completion and space for teacher and parent to write messages back and forth

(ERIC/OSEP Special Project, 2001)

EXPRESSION5. PROVIDE OPTIONS FOR EXPRESSIVE SKILLS AND FLUENCY5.1 Options that use multiple media for communication

High-tech: DynaVox M3

AAC (alternative and augmentative communication) w/ speech out put capabilities

For individuals who have difficulty understanding conversations, questions, & directions

Uses gestures, communicates only basic needs, and uses picture-symbol system.

Programmed for developmental age of person Visual scenes use background/images to establish context

for communication. Programmed w/ dictionary to continuously add words

when needed.(New Products, 2010).

http://www.youtube.com/watch?v=5AwpWclyjYo

ENGAGEMENT7. PROVIDE OPTIONS FOR RECRUITING INTEREST7.1 Options that optimize individual choice and autonomy

High-tech: Podcasting

Web 2.0 digital social networking tool. Used to create and share user-generated content by means of portable media players, such as iPods and MP3 players.

In classroom, used to record written narratives into a computer via voice for an online community. Students recorded and then re-recorded their narratives, revising and editing each time to develop oral fluency and expression (Does it sound right?)

Helped ELL middle-school students be engaged in the reading and writing process

(Selingo, 2006). http://www.nytimes.com/2006/01/25/technology/

techspecial2/25podcast.html. https://mysdlax.lacrosseschools.org/groups/couleekids/.

ENGAGEMENT 8. PROVIDE OPTIONS FOR SUSTAINING EFFORT AND PERSISTENCE8.3 Options that foster collaboration and communication

Low-tech: Peer tutoring – System of

instruction in which pairs of students w/ formal roles work to promote each other’s achievement

2 Goals w/ Students w/ Disabilities:

1) Foster social interactions 2) Enhance academic

achievement Advantages/Disadvantages (Friend & Bursuck, 2009, p.

493-496)

http://www.youtube.com/watch?v=__dMTZIL6JQ

References (1)

EPSON, . (2000-2011). Dc-11 document camera. Retrieved from http://www.epson.com/cgi-bin/Store/jsp/Product.do?sku=V12H377020&BV_UseBVCookie=yes#0

ERIC/OSEP Special Project (Spring 2001). Homework Practices that Support Students with Disabilities. Research Connections in Special Education (number 8). Reston, VA: The ERIC Clearinghouse on Disabilities and Gifted Education. Available on line at www.ericec.org.

Friend, M., & Bursuck, W.D. (2009). Including students with special needs: A practical guide for classroom teachers, fifth edition. New Jersey: Pearson Education, Inc., pp 493-496.

Gallavan, N. P., & Kottler, E. (2007). Eight Types of Graphic Organizers for Empowering Social Studies Students and Teachers. Social Studies, 98(3), 117-128.

Halderson, J. (2009, December 21). Coulee kids podcast . Retrieved from https://mysdlax.lacrosseschools.org/groups/couleekids/.

References (2)

McNulty, J. (2007-2011). Free printable behavior charts.com. Retrieved from http://www.freeprintablebehaviorcharts.com/homework_charts.htm.

New Products. (2010). Exceptional Parent, 40(6), 10. Retrieved from EP MAGAZINE/www.eparent.com.

Selingo, J. (2006, January 25). New york times report: Students and teachers, from k to 12, hit the podcasts . Retrieved from http://www.nytimes.com/2006/01/25/technology/techspecial2/25podcast.html

Tangient LLC (2010). Wikispaces. Retrieved from http://www.wikispaces.com/.