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Key Terms Universal Design for Learning Differentiated Instruction Modification Accommodation Inclusion Co-Teaching

Universal Design for Learning Concept of universal design originated in the field of architecture—designing buildings, outside spaces, etc. in such a way that they are accessible for everyone Universal design for learning (UDL) defined as: “the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember” (Orkwis & McLane, 1998) UDL should be a consideration during the planning process not after

Principles of UDL Equitable Use—the same means of use should be provided for all users, identical use where possible Flexibility in Use—options should include clear choices for users and adaptability of use Simple and Intuitive Presentation—use should be intuitively obvious, eliminate complexity, accommodate a wide range of literacy and language skills, and provide prompting and feedback on use Perceptible Presentation—information should be presented in several redundant modes such as visual, verbal, pictoral, and tactile Tolerance for Error—elements should be arranged to minimize hazards and errors Appropriate Size and Space—use should provide clear line of sight for important information and adequate space for the use of adaptive devices From Differentiating Instruction for Students With Learning Disabilities by William Bender, p. 38

Differentiated Instruction In a DI classroom teachers do not use the same approach for teaching all students. Instead, they vary what students will learn, how they will learn it and how they will show what they have learned, in order to meet the needs of all students. Components of Differentiated Instruction: High-Quality CurriculumBuilding Community Continual AssessmentRespectful Tasks Flexible GroupingTeaching Up

Implementing DI in the Classroom Five ways teachers can differentiate: Content—what you are teaching Process—how you are teaching it Products—how students demonstrate their knowledge Affect—the emotional component of the classroom Learning Environment—space, time and materials Student Characteristics to be Aware of: ReadinessInterestLearning profile *You cannot differentiate without getting to know the students first! Tomlinson, C. A. (2003) Differentiation in practice: A resource guide for differentiating curriculum, grades 5-9. Alexandria, VA: Association for Supervision & Curriculum Development.

Modifications/Accommodations Accommodation: a change that helps a student overcome or work around the disability Modification: a change in content or what is expected from the student A modification changes what a student will do in your class. An accommodation changes how they will do it. The terms are often used interchangeably but they are different! 7 The National Dissemination Center for Children with Disabilities:

Accommodations Examples Large print, Braille Extra time on assignments Graphic organizers, copies of notes Seating arrangements Assistive Technology—text readers, communication devices Use of calculator and computers Accommodations support students in meeting lesson objectives. 8

Modifications Modifying the content Modifying length Reducing the number of definitions to memorize Modifying the difficulty level Changing the difficulty of math problems—ex. the class is solving 3x2 digit multiplication problems and some students are solving 3x1 digit multiplication problems Teaching different content to different groups of students Modifications change lesson objectives. 9

Modifying Lesson/Unit Objectives

Inclusion/Co-Teaching Partnership between special and general education Both teachers take responsibility for all students in the classroom (not “my kids” and “your kids”) Involves collaboration and compromise Model used depends on needs of students, planning time available, time special education teacher is in the classroom, etc. Teachers may share lesson planning, grading, etc. or it may be the primary responsibility of the general education teacher with the special education teacher consulting 11

Types of Co-Teaching ModelDescriptionNotes One Teach, One Observe Teachers take turns teaching and gathering data Use when you want to gather information about a student, lesson or teaching practices. Station TeachingTeachers divide the content and teach the same material to each group of students Each teacher can teach content he/she is most comfortable with. Can incorporate additional stations without teacher facilitators. Parallel TeachingTeachers teach the same content to a divided class Similar to station teaching but both teachers need to prepare for and be comfortable with the full content. 12

Types of Co-Teaching ModelDescriptionNotes Alternative Teaching One teacher works with large group while the other works with a smaller group Helpful when some students need more individualized attention—students who need extra review, have been absent, need enrichment, etc. TeamingBoth teachers share delivery of instruction to the whole group More complex and requires time to plan. Helpful when teachers have a strong relationship and a natural flow of dual-leadership. One teach, One Assist One teacher has primary responsibility for teaching while the other circulates helping individual students Requires the least shared planning time. Helpful to use when special education teacher is only in class for a short time. 13