1. How do we teach to everyone? Designed by Ms. Veronica Hall & Mr. K. L. Mackey veronica.hall@cambridgecollege.edu kyle.mackey@cambridgecollege.edu

2. You are going to become a detective and investigate in order to find… Introduction Tasks Process Resources Evaluation Conclusion Credits and References

3. Introduction You are going to be a detective for Cambridge Bureau of Investigation (C.B.I.) and discover how universal design effects your school and what types of adaptive technologies are useful for learner differences within your school. BACK

4. Students will RESEARCH the internet in order to find more information about universal design. In a cooperative group setting student will define and develop ideas about universal design. The students will compare/contrast two adaptive technologies using a graphic organizer. The students will be given a chance to choose some of the best adaptive technological tools that will be useful for learner differences. Finally, the student will create a brochure to illustrates their understanding of universal design and the most useful adaptive tools for their learners. BACK Tasks

5. You will be assigned to a group of 3 - 4 students. Use 2 out of the 4 websites in order to create your own definition of Universal Design. Answer questions in order to formulate your own ideas about universal design and how it effects your school. Individually compare and contrast two adaptive technology software using the Venn Diagram template on Inspiration 7.5. View all Websites pre-selected in order to construct views for your group discussion. Finally, use your group ideas & Venn Diagrams and create a brochure(2 fold) using Microsoft Publisher that encompasses the answers from the questions about universal design. BACK Process

6. BACK Process (Questions) 1.Are the principles of Universal Design often practiced at your school?  If so, what assistive technologies are used within your school in order to aid for learner differences?  If not, how can you make this adjustment for your classroom? 2. What types of assistive technologies would be good for your learners (i.e. Speech Recognition Systems, Voice Controlled Systems, Input devices, etc…)? Find Four Products! 3.Do you believe that Microsoft PowerPoint and Microsoft Word can be considered as adaptive technologies? If so, how? If not, why? 4.Do you believe that NCLB aids or hinder the principles of Universal Design?

7. Resources Definitions – Dictionaries & Thesaurus http://en.wikipedia.org/wiki/Universal_design http://www.design.ncsu.edu/cud/about_ud/udprinciplestext.htm http://www.washington.edu/doit/Brochures/Academics/instruction.html http://en.wikipedia.org/wiki/Main_Page http://www.universaldesign.org/pages.asp?pageid=50674 Venn Diagram Information – Dolphin Tutor vs. Kurzweil http://www.kurzweiledu.com/default.aspx http://www.adaptivetech.net/products/dolphin_tutor.htm Other Assistive technologies http://www.magictouch.com/ http://www.aisquared.com/index.cfm http://www.lctinc.com/ http://enablingdevices.com/catalog http://www.techsmith.com/camtasia.asp http://www.makoa.org/computers.htm BACK

8. Resources BACK Assistive Technology Video – Teaching Through Technology #47: Assistive Technology at Elementary School, Middle School, & High School. “Click on the Link”

9. Evaluation Teacher Name: Mr. Mackey CATEGORY25201510 Venn DiagramThere are main ideas supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. BrochureRelevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. Supporting details and information are typically unclear or not related to the topic. ParticipationThe questions are answered thoroughly and completely. The questions are answered to some extent. The reader is left with one or two questions. More information is needed to "fill in the blanks". The reader is left with several questions. Conclusion Paragraph (Organization) The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." The conclusion is recognizable and ties up almost all the loose ends. The conclusion is recognizable, but does not tie up several loose ends. There is no clear conclusion, the paper just ends. BACK

10. Conclusion (Write a brief narrative answering the following question!) What have you gained from this experience? After completing the Web-quest, are you going to incorporate the Universal Design Principles within your classroom? Are there assistive/adaptive technologies in use at your school? If so, what tools? BACK

11. Credits and References Discovery Communications, Inc. (2002) Teaching Through Technology #47: Assistive Technology at Elementary School, Middle School, & High School. Retrieved June 29, 2007, From Discovery Education: United Streaming. Schrock, K. (1995, June 1). Kathy Schrock's Guide for Educators. Retrieved July 12, 2007, from http://discoveryschool.com/schrockguide/. BACK