UDL Classroom Assignment

Michelle Harriott-Lewis

University of Houston-Victoria

Diagnostic Teaching and Instructional Strategies

Rachel Martinez Ph. D

The Universal Design For Learning

The brain is the most powerful learning tool that the student brings into the classroom. The student’s ability to learn is distributed across three interconnected networks. The recognition network are specialized to receive and analyze information - the ‘what’ of learning; the strategic networks plan and execute actions - the ‘how’ of learning; the ef-fective networks evaluate and set priorities - the ‘why’ of learning. Teachers must be cognizant of the fact that all students are from various backgrounds, culture and experi-ences. Armed with this knowledge, they must create an atmosphere that address the needs of each student that comes into a classroom environment. Universal design for Learning (UDL) is a research-based framework that addresses learner di-versity at the beginning of the design or planning effort. The framework provides the tools nec-essary to address the various learning needs of all students based on our understanding of the three brain networks.

The John Mars Middle School (Fictitious)

This co - educational facility is home to 350 middle school students displaying a wide range of learning and physical disabilities and others without disabilities.

On July 26, 1990 then President George H.W Bush signed the Americans with Disabili-ties Act (ADA) into law. This law ensures that all individuals with disabilities have the same opportunity as everyone else. As a result, all schools were required to provide supports and services for students who had disabilities.

The physical structure of our school has within the past six years been significantly modified to cater for the needs of all students entering through its doors based on the ADA standards.

The organizational structure of the building was done with such clarity and precision as accessibility throughout the entire structure has been the main goal. We collaborated with the school district who hired an accessibility consultant to ensure that renovations done were in compliance with ADA principles. Our main goal was to ensure that all stu-dents, irrespective of their needs had access to holistic education.

Upon entering the two story structure, the parking lot before the main entrance is allo-cated parking spaces for individuals with disabilities. The main entrance of the building is equip with a wheel chair ramp and automatic doors with an easy closing force to en-sure easy access into the building. The main entrance and along the passageway are equip with touch less trough sinks for easy access to all students.

The building on both floors is constructed with very few doors and bright colors of tex-ture that are used to identify the various departments. This is particularly helpful for stu-dents with cognitive, hearing and visual impairments. The hallway on the first floor is built to flow into common spaces like the gym and the cafeteria. There are two bath-rooms located on each floor and each is built with the capacity to entertain and an aid at one sitting

All the classes were structured with the aim of creating an accessible and inclusive envi-ronment that was comfortable an conducive to learning. Much emphasis was placed on the class and its physical environment. All students were placed in different grades based on their age level. An atmosphere of togetherness was encouraged and both

teachers and students are expected to demonstrate a high level of respect for all in the classroom community.

All the classrooms were created to provide easy access for students with and without disabilities. The rooms are equip with high quality lighting to ensure that students are able to see the information on the chalkboard, whiteboard or projector screen from any vantage point and be able to record it in their books.

Proper classroom spacing is necessary to ensure that students are comfortable when trying to focus on the lesson. The most current standards require that classrooms are arranged to accommodate all types of students. In previous years, the classes pre-vented students who used mobility devices from moving around freely. The desk and chairs are arranged to facilitate students who are wheel chair bound. The student corner which is located at the back of the class is equip with adjustable shelves with various books games and activities where students can have easy access.

Portable ascension lifts are secured for students with various motor impairments. These lifts may be used in classrooms or in some cases by students with disabilities who have to make presentations in such places as the school’s auditorium. The school will sur-round a courtyard and a playground is included with customized play equipment that may be used for students with physical abilities and are in need of therapy.

How will the school be staffed?

The staffing of JM Middle School is largely based on the student’s enrollment and the need to maximize teacher and administrative efficiencies. The school operates a very efficient special need’s program and has adapted an inclusive model of learning for students with disabilities.

The school is staffed based on the administrative model which is divided into three ar-eas: school building leadership, curricula or program leadership and district leadership. Factors such as the availability of funds and facilities were used to determine the num-ber of students that would be placed in each class. Grade level enrollment was seen as a very critical factor in helping to determine staffing. The staff will consist of a princi-pal, vice principal school therapist, specialist, and an interventionist along with special education and general education teachers. The classroom with be self con-tained.

How will the teacher provide access to the general curriculum to all her stu-dents?

The educational environment was transformed in 1975 when Congress passed the Edu-cation for All Handicapped Children Act (EAHCA). This act gave children with disabili-ties the right to a free appropriate public education (FAPE) in the least restrictive envi-ronment (LRE). Before 1975, the educational needs for children with disabilities were not fully met. In 1990, the law was renamed Individuals with Disabilities Education Act. Amendments to the law in 1997 and 2004 made much improvement than when it was originally established. IDEA 1997 and 2004 requires that all students with disabilities must have access to the general education curriculum. Similarly, in 2001 Congress passed the No Child Left Behind Act which promoted equal opportunity for all students in receiving high quality education.

With these changes in place all teachers had to ensure that the general education cur-riculum was structure to address the needs of all students in class to the maximum ex-tent possible. Each class is comprised of students of varying abilities and cultural expe-riences. The inclusion method is practiced for students with disabilities as they become included in the general education classroom. Therefore has the responsibility to intro-duce specially design instruction to all students wit disabilities and ensure access to the general education curriculum.

The students with disabilities will have access to the general education curriculum through their placement in a regular classroom where they will learn in the least restric-tive environment (LRE)

A student’s right to the curriculum is viewed through three interrelated stages. They are:1.Access - accessibility of the curriculum to the student.2.Involvement - the ongoing process of meaningful participation by the student in the general education curriculum.3.Progress - Involvement is linked to progress which culminates in an evaluation of the students to get a feedback on how their access and involvement impacted their progress.

The Curriculum

The curriculum established will ensure that students have accessibility to the general education curriculum as stipulated in IDEA 2004. The three requirements related to the student’s IEP stipulated that their involvement in the general education curriculum should cover the inclusion of various supplementary aids and service program modifica-tions and support for personnel to ensure the student’s success.

To monitor their progress, the teacher will closely look at how well he or she has at-tained the goals that were set for the student and see how well they perform in the state and districtwide assessments.The onus is on the state and districts to provide testing accommodations and alternative assessments for these students with disabilities.

What type of technology will be used by the teachers and students in the classroom?

Each class is comprised of students with various learning needs and abilities. The teacher has to ensure that the needs of each student are addressed and UDL has af-forded schools the opportunity to do so.

Various types of technological devices will be used to cater for each student. Each classroom will be equip with computers, laptops, ipads, tablets, etc The teacher will use these devices to assign work to students individually or in study groups.

The print based curricula that was introduced by CAST in the early 1990’s set the stage for a new and flexible kind of electronic book that was later integrated into the language arts curriculum called Wiggle works.

This is made available on CD-ROM and is developed with features that allows them to be used by all kinds of students including those with disabilities. For the students in class, who are physically disabled, they can turn pages and access control with the touch of a key or a switch attached to the computer. Students with visual impairments will have the option of selecting large text with high contrast or they may choose to hear

the text read aloud by pressing, that will speak the function. This built in flexibility will enable all students to access the material wireless. Digital microphones will also be used to transmit the teachers voice to the loud speakers especially for students who cannot hear the teacher clearly.

Smart interactive whiteboards with touch screen functionality will be used by the teacher to illustrate points with the use of a pen or their finger. Multimedia projectors will also be used by the teacher to display visual images on the white boards. This will improve the learning process as this will not only generate interest, but this will cater for students who learn more easily with visual images

The teacher will also use online streaming medias in the classroom. With the aid of the projector, computer, internet and white board, the teacher can provide real time exam-ples from site such as youtube.com to refer certain topics. Other online tools like Dy-namic Periodic Table, Math waysAll these academic tools can improve the way students learn.

How will assessment be done?

There will be ongoing assessment of student learning to provide continuous feedback on the ef-fectiveness of instruction. This will allow the teacher to monitor the progress of the students and alter instruction in areas where a change in instructional strategy may be advised. Such assess-ments may range from planned assessments (such as quizzes, end-of-chapter tests, and report or essay writing) to informal classroom observations of student language and literacy behavior. The teacher will monitor the progress of the students by using an E Portfolio to document their records.

Universal Design for Learning has proven to be an effective tool in the teaching and learning process. Although there are deficiencies that needs to be addressed by lawmakers and other per-

sonnels involved in the implementation of the process, many barriers have been broken and the progress of many students cannot be debated.

References:

Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum: Universal Design for Learning. Teaching Exceptional Children, 35, 8-17.

Lyon, G.R., Fletcher, J.M., Shaywitz, S.E., Shaywitz, B.A., Torgesen, J.K., Wood, F.B. et al. (2001). Rethinking learning disabilities. In C.E. Finn, A.J. Rotherman, & C.R. Hokanson (Eds.), Rethinking special education for a new century (pp. 259-287). Washington, DC: Thomas B. Fordham Foundation and the Progressive Policy Institute.

Rose, D.H. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Nolet, V. & McLaughlin, M.J. (2000). Accessing the general curriculum: Including students with disabilities in standards-based reform. Thousand Oaks, CA: Corwin Press.

http://www.districtadministration.com/article/how-make-school-buildings-more-accessible

http://tep.uoregon.edu/resources/universaldesign/environment.html