Chapter+8

Laura Tinkleman Christine Rizkallah Podcast: http://vocaroo.com/?media=vadaCDCo4lcHvkLk5

==﻿ Chapter 8: Making Universal Design for Learning a Reality ==


 * It is easy to understand what Universal Design for Learning is, but it is more difficult to find the resources to implement UDL strategies. In order to UDL to be successful, two types of changes need to take place. These changes are called bottom up, and top down. Bottom up changes take place within the curriculum, teaching strategies, it involves students directly, and involves support from the parents, while top down changes have to do with educational policies and professional development models. One method of UDL will not work for all schools; however teacher education is key in order to effectively educate all types of learners with universal design for learning.


 * The three main topics of Chapter 8 include how Universal Design for Learning came about in the Concord school district, what the Concord model means and the aspects that it involves, and lastly, UDL on a large, national scale. The Concord model came about because a teacher was interesting in learning a way to educate an entire class, while keeping in mind their individual learning styles. Using digital content resources, teachers had opportunities to digitize text and resources to help students succeed. The concord model involves support from many different people and groups in the school system. Universal design for learning takes training and support from the school system in order to develop a curriculum that can be adapted for various learning styles. Lastly, Universal design for learning is studied on a national level in order to push for full incorporation of UDL in classrooms around the classroom. Many aspects need to be considered on this level including, NCAC, curriculum design, policy and legal issues, and teacher preparation and training. Each of these main ideas combine together to help build a strong understand of universal design for learning in the minds of teachers around the world in hopes to educate students of all learning styles and cognitive levels succeed.

● Reflect on how these ideas might have been incorporated into your personal educational or teaching experiences


 * Take advantage and go to the training offered by the school system. During the training engage and be open about the different ideas even though they may be out of your comfort zone. Also, give your feedback and ask questions if you do not fully understand it.
 * A role as a teacher is changing since special education students are staying in the classroom for more time,inlcusion, therefore the teacher needs to make a lesson plan that does no isolate or frustrate the student and the teacher
 * try to identify potential barriers for students, and devise ways to overcome these barriers using flexible technologies. She focuses on listening well, brainstorming solutions to identified barriers, and ultimately institutionalizing solutions
 * The thought of making a curriculum may sound overwhelming, but if the teacher starts off by making a simple curriculum for one chapter or a project and answer these questions:
 * What are the goals of the unit?
 * What do students need to do to demonstrate mastery?
 * Where are the barriers for the students?
 * What tools, materials, and supports might help?
 * How can I adjust goals, methods, and assessment so that every one of my students can progress?


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">A teacher should keep in mind that he or she should focus on the limitations of the curriculum rather than the presumed limitations of the students.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">● Discuss how technology might help to address the ideas presented <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">"What barriers will this student encounter when participating in this unit of curriculum?" eliminating curriculum barriers was best supported by a curriculum with embedded technology.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Incorporating technology into a curriculum will make the lesson effective for all the different types of learners and at the same time be eliminating the barriers for the students as the teacher achieves his or her main goal.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Technology for the teacher like the Universal learning center, an Internet-based service that will provide teachers, administrators, publishers, and parents with just-in-time access to the tools and resources they need for UDL. The Universal Learning Center will help educators and parents obtain accessible digital core curriculum materials; it will give publishers and content providers the capacity to respond to new accessibility requirements so that they can qualify for state adoptions; and it will provide all students with opportunities for success.

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Summary: <span style="display: block; font-family: Arial,Helvetica,sans-serif;">The Concord school system incorporated the UDL into their curriculums to see the effectiveness of it on the students learning. The school system coordinator gave teachers the opportunity to digitize resources for the curriculum. This experiment was successful and seemed to make the teachers enthusiastic about their curriculums and enable students to have more access to the curriculum. However, the skills used in this experiment may not be as effective in all school systems. It is important for all levels of the school system including the students, teachers, parents and administration to work together in order to increase access to general education curriculum, for a wider group of learners. The concord study concluded that teacher roles are changing, as it says in this video.
 * || **Example: Teaching every student calls for changing teacher roles. Teachers who welcome these new opportunities discuss their new roles: Collaborating to Achieve UDL** ||


 * [[image:http://www.cast.org/teachingeverystudent/graphics/summary_icon_example.gif caption="Example"]] || **Example: Educators talk about incorporating UDL into curriculum planning.** ||