wv universally designing for all learners

CONTACT US!

Sally Norton‐Darr

snortondarr@yahoo.com

Christopher Bugaj

attipscast@gmail.com

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DEFINITION & HISTORY

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Give us some examples

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Universal Design for Learning (UDL) is the practice of

embedding flexible strategies into the curriculum during

the planning process so that ALL students can access a

variety of learning solutions.

©HIAT/MCPS/2007

Universal design for learning (UDL) is a framework for removing barriers by anticipating the needs of all students.

UDL principles…

Multiple Means ofRepresentation

Multiple Means of Actionand Expression

MULTIPLE MEANS OF ENGAGEMENT

Short Video Explaining UDL:http://bit.ly/udlexplained1

AT & UDL GO HAND IN HAND

Technology consists of

DEVICES and SERVICESthat help chi ldren

carr y out afunct ional act iv i ty

in their environment.

Assist ive

with disabi l i t ies

When an IEP team meets, how do they consider assistive technology (per IDEIA)?

QUESTIONS FOR YOU

How is this reflected in the IEP?Where is it documented?

When else do you consider the tools a student would be using?

AND WE COME FULL CIRCLE

During the planning process when you were using a UDL approach.MOVE ME TO SEE

THE ANSWER

If you have a piece of equipment already in the

student’s environment, does it get listed as an

accommodation?

ACCOMMODATIONS

It’s based on need. If the student needs it to guarantee FAPE, then it gets

documented in the IEP.

MOVE ME TO SEE THE ANSWER

AT CONTINUUM & LRE

The possibilities are endless, so which tools do we look to implement first?

Go from least restrictive to most restrictive solutions.

MOVE ME TO SEE THE ANSWER

Go to the Google Doc.

Come up with as many strategies                                       as possible to help the person in                                      the scenario.  

Leave those strategies

in cells on the Google Doc.

Google Doc:http://bit.ly/wvchallenge

SCENARIOS

Molly is a sixth grade student who is a super soccer player.   She doesn’t feel like a champ in math class, though. She understands what the teacher is saying while explaining how

and why to do long division but when it’s her turn to solve a division problem she seems to get lost. It’s hard to keep the numbers in the right places so that the correct subtraction will move her to the next step.

Math

How can we help Molly with the CC Standard 6.NS:  Fluently divide multi‐digit numbers using the standard algorithm.

Reading: LiteratureAlex is in Kindergarten. He loves his Legos and inventing great adventures with his action figures. He often loses focus during story time and has trouble answering questions about what the teacher has read.

How can we help Alex with the CC Standard K.RL.1:  With prompting and support, ask and answer questions about key details in a text?

THIS IS………

Homework!:http://bit.ly/cecjeopardy

RESOURCES & REFERENCES

http://iste.org/chewat

http://bit.ly/wvdbbookmarks

Download a PDF of this entire presentation:http://bit . ly/wvdbpresentat ion