Universal Design for Learning

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by MeganWieser
Last updated 4 years ago

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Universal Design for Learning

Universal Design for Learning-Set of principles that help teachers create a curriculum that allows all students to learn-Addresses the "how", the "what", and the "why" of learning-3 Principles:-Principle I: Provide multiple means of representation-Principle II: Provide multiple means of action and expression-Principle III: Provide multiple means of engagementhttp://www.udlcenter.org/aboutudl/whatisudlhttp://www.cast.org/our-work/about-udl.html#.Vga1Z7xViko

High Quality Instruction-According to the Wisconsin RTI Center, high quality instruction is "Engaging and differentiated through the principles of UDL, standards based, data driven, and research and evidence based"-Also involves using culturally responsive teaching practices-Generally focuses on both observable and non-observable factors (thoughts, feelings, etc.) of both the Behaviorist and Constructivist theories-Aso includes progress monitoring-Teachers often collect data on students' progress to monitor how they are improving. They also use this data to improve their instruction of students and give them what the data shows they need

Differentiation--Differentiation is defined as "tailoring instruction to meet individual needs"-This can involve modifying content, instruction, or assessments in order to best meet the needs of the students in your classroomhttp://www.scholastic.com/teachers/article/what-differentiated-instruction

Tiered Instruction-A model for instruction that allows teachers to address the variety of learning needs of the students in their classes-An example is the RtI tiered intervention systemhttp://www.bertiekingore.com/tieredinstruct.htm

Multi-Tiered Systems of Support-Include the PBIS and RtI approaches-Forms of instruction that address the different levels that different students in the class may be athttp://www.florida-rti.org/educatorResources/MTSS_Book_ImplComp_012612.pdf

Universal Screening-The first step for identifying students that may need extra support in the classroom-Typically performed in the fall, winter, and spring (3 times total throughout the school year)-Common Universal Screening measures:-Curriculum-based measurement-Dynamic indicators of basic early literacy skills-Others defined by specific states-Focuses on qualities that can be observed like those defined in the behaviorist theoryInformation from: The ABCs of Curriculum-Based Evaluation by Hosp, et. alhttp://www.rtinetwork.org/learn/research/universal-screening-within-a-rti-model

Positive Behavior Interventions and Support (PBIS)-PBIS is defined as "a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students"-Focuses on the importance of the integration of classroom management and preventative school disciplinehttps://www.pbis.org/

Response to Intervention (RtI)-RtI is "a philosophy using systematic and data-based methods for identifying, defining, and resolving students' academic and/or behavioral difficulties"-Uses 3 tiers:-Lowest tier is the overall instruction that is provided to all students-The middle tier affects 10-15% of the population and includes students that need extra support that can be provided in the classroom-The top tier is the intensive interventions that students receive outside of the classroom (5-10% of the population)http://www.rtinetwork.org/learn/what/whatisrtiI also gathered information from a presentation by Carol Angell, a professor at UW-La Crosse

Under/Over Representation/Marginalization-There is currently a great overpopulation of African American, American Indian, and Alaska native students in special education programs in schools throughout the United States (Artilles, et. al, 2002)-There is an underpopulation of white students in special education programs compared to their overall percentage of the population in schools-Example from Dr. Yehle: A school in Racine had an overpopulation of African American students classified as having Emotional Behavioral Disorders (EBD). Dr. Yehle then, as the principal, had to create a plan to address this problem and include it in the school's improvement plan.Information from Artilles article and talk with Dr. Yehle

"Black students with educated parents and a high socioeconomic status are still more likely to be placed in special education programs than white students." -Dr. Ann Yehle

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By: Megan Wieser


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