UDLGroup8

Tuesday, July 04, 2006

Susanna's notes from Monday morning presentations

UDL Course
Monday Morning opening
July 3, 2006
notes by Susanna, group 8 facilitator

Hehir and Rose Presentation 9:00 – 10:30 AM

design of week
2 issues major for referral to SPED: reading/literacy and behavior
concern about nature of referrals
late interventions
guest speakers talk on these concerns


David Rose intro to UDL Concept

Matthew photo, can only move chin, eyes
CAST designed assistive technology for him to access curriculum and drive electronic wheelchair
but school was not accessible, got ramp, but sharp corners etc because added to building
stairs and elevator provides choices for all people, this is heart of UDL

UDL
ways to improve schools in their entirety—focus is not on the kid(s) with disabilities

accessibility incorporated into initial design, not added on
provide flexibility and choice for all students in school
options make learning better for everybody

Wigggleworks software, Scholastic, ages 3-8, digital books with supports to help early readers


General Principles of UDL

powerpoint available later

1. multiple means of representation for access:

disability is ALWAYS defined by interactions between “disabled” person and his or her environment. Disability must be defined in comparison to ability.

disability may show up in school, but nowhere else – disability interacts with environment.

David’s wife with perfect pitch doesn’t sing in church because organ is off pitch; in church, she appears disabled. At home, wife considers David “disabled”, because he doesn’t have perfect pitch.

2. strengths and weaknesses with action and expression:

if you can’t express yourself one way, you need to find other ways in which you are strong in expressing yourself.

David tells story about he and his wife taking dance classes. He cannot express himself with skill with his feet. In 14 week class, he became class clown to project his ego instead of being the stupid one who can’t dance. Also skipped classes.

3. multiple ways of engagement

give ADHD kid something new each day to engage them
give Aspergers kid consistency every day to engage them

shows example of GPS system: Hertz’ NeverLost, as an analogy to good UDL curriculum/teaching

good education should always offer students different paths to the same destination

This GPS device uses multiple means of representation: visual, highlights, it will talk to you.
Gives linguistic alternatives: English, Spanish
cognitive alternatives built in: just show me the turns, landmarks, OR show me the map with coordinate systems.
different options for typing in your destination, uses word prediction as you type

This device also builds in mentoring, scaffolding: gives demonstration, breaks down process into smaller steps.

It also gives immediate feedback.

When you take a wrong turn, she says, something didn’t work about that route. That route didn’t work. She says “Calculating new route.” This means you have come somewhere, now let’s get from here to the same destination.
She doesn’t say WRONG, turn around, get back to my original track to get you to destination.

She (Estelle’s voice on the GPS machine) says, “You’ve arrived!”

Can use this device also while walking or hiking. Blind folks can use it to navigate walking.


David Rose’s own teaching

http://udlsummerinstitute.blogspot.com/


Hehir lecture

Nora Gross anthropologist, Martha’s Vineyard research

in mid 1800s, deaf children on the Vineyard got paid to go to Hartford School for the Deaf.
this school taught kids sign language (not lip reading). these kids got higher level of ed than other kids on island, who got less education b/c went on to fishing etc.

deafness not a disability when everyone signs
policy should enable people with disability to interact with the world in a natural way

IDEA reauthorization 1997

President Clinton decided that during his administration, all programs for people with disabilities should as much as possible be run by people with disabilities. Hehir was only nondisabled person to run a federal disability program in Clinton’s admin. This is how he met many disability activists, who had worked together to design ADA (Americans with Disabilities Act).

These appointees had almost uniform experiences of low expectations in their own childhoods. they said, “Tom, dontcha know this is ableism?”

Judy Heumann (?)—a giant in the disability rights movement. had polio

Ableism and Schooling

deaf
blind
Most efficient way for blind people to read is through Braille, not through listening.
Some dyslexics feel that most efficient way to read is to listen.

efficient reading skill IS Least Restrictive Environment

LD—particularly dyslexia. Slow and laborious readers need access to digitized texts.

Serious emotional disturbance. have lowest attainment levels of any subpop. of the American Ed system. Terrible outcomes. Often what we require these kids to behave in ways they are unable to without supports.

Goal and purpose of Special Education:
Minimize impact of disability and maximize opportunities to participate.

THEMES: often parents and schools want kids with disabilities to be
fixed—can’t cure CP, dyslexia, blindness. . .
sheltered
denied

Adrienne Asch, blind, does qualitative research on narratives/memoirs of adults with disabilities who reflect on their schooling.

Pauline’s notes from Monday’s small group

Discussion Group 1 – Monday July 3, 2006

Silly Suzanne, Seattleite Shannon, Energetic Estelle, Marvelous Mary Jane, Joyful Joanne, Jovial Jon, Bashful Barb, Partier Pauline, Stupendous Susan, Icy Iris, Tall Teria

Goals and Objectives:
• Ideas of how school districts can implement UDL – embrace it?
• Are publishers required to provide digital text – what are the laws around this, NIMAS?
• Some publishers are providing digital text, federal laws require that students have to have access, this will drive market for the publishers that do provide multiple formats (December implementation?)
• How to educate and include parents in UDL process, what role can they play in meeting goals for students, how they can assist their children at home (skills, technology, equipment)?
• Helping students to learn in the most efficient way, how do you evaluate this? How do you make these decisions?
• Emotionally disturbed students, strategies for including these students in the classroom, not fix, shelter or deny?
• I believe in UDL, but how do you apply UDL in the real classroom with a lack of technology, lack of PD, dry curriculum, etc?
• Need for writing and applying UDL curriculum K-12 and post secondary?
• Need for Technical definitions
• Strategies on how to make all of this work

Sunday, July 02, 2006

Universal Design in Education - UDLGroup8

Welcome to the UDLGroup8 blog. This is a place for your group to share ideas, reflections, and resources that are relevant to the sessions and to your practice.

Group8 Facilitator
Susanna Hall

Group8 Members
Jonathan Dyson
Barbara Meier
Joanne Eichinger
Mary Jane Harkins
Shannon Sharpe
Estela Landeros
Susan Simmons
Pauline Auld
Teria Fields
Iris Boyd

Link to the Institute Blog at http://udlsummerinstitute.blogspot.com/