 Theory – Constructivism  Framework – Universal Design for Instruction  Through Differentiated Instruction ◦ Technology  Teaching Methods  Teaching Strategies  Engagement  Levelling the playing field in terms of disabilities

 Definition:

 Framework

 Basic Components of Planning Pyramid What some students will learn. What most students will learn. What ALL students will learn. Pat Miranda, PhD. University of British Columbia

 Types of Technology developed for our project: ◦ Photoshop ◦ Digital Social Stories ◦ Movie Maker ◦ Digital Stories ◦ Webquests ◦ MP3s

 Other Technologies considered in schools

 Children’s Brains are only 25% developed at birth. The more stimulation a child has through all of it’s senses (hearing, taste, touch, smell, sight) the more rapidly further development will occur (M. Fox, 2008).

The original principles developed by architects, engineers etc. are as follows:  Equitable Use - The design is useful and marketable to people with diverse abilities.  Flexibility in Use – The design accommodates a wide range of individual preferences and abilities.  Simple and Intuitive – Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level.  Perceptible Information – The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.  Tolerance for Error – The design minimizes hazards and the adverse consequences of accidental or unintended actions.  Low Physical Effort – The design can be used efficiently and comfortably and with a minimum of fatigue.  Size and Space for Approach and Use – Appropriate size and space are provided for approach, reach, manipulation and use; regardless of user’s body size, posture, or mobility. (The Center for Universal Design, 2009, p. 1-2)

 Guidelines and Definition: ◦ Class Climate: Adopt practices that reflect high values with respect to both diversity and inclusiveness. ◦ Interaction: Encourage regular and effective interactions between students and the instructor and ensure that communication methods are accessible to all participants. ◦ Physical Environments and Products: Ensure that facilities, activities, materials and equipment are physically accessible to and usable by all students, and that all potential student characteristics are addressed in safety considerations. ◦ Delivery methods: Use multiple, accessible instructional methods that are accessible to all learners.

◦ Information resources and technology: Ensure that course materials, notes and other information resources are engaging and accessible for all students. ◦ Feedback: Provide specific feedback on a regular basis. ◦ Assessment: Regularly assess student progress using multiple accessible methods and tools, and adjust instruction accordingly. ◦ Accommodation: Plan for accommodations for students whose needs are not met by the instructional design.

Burgstahler, S. (2009). Universal Design of Instruction (UDI): Definition, Principles, And Examples. Seattle: University of Washington. Retrieved September 5/09 from Miranda, P. (2009). Workshop on Universal Design. University of British Columbia.