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------=_NextPart_01C6A594.D99EE590 Content-Location: file:///C:/226BA0C8/UDLandTech_files/pres.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C6A594.D99EE590 Content-Location: file:///C:/226BA0C8/UDLandTech_files/slide0053.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" How Can We Make the Curriculum Accessible for All Students?
Universal Design for Learning (UDL)
= Improve Student Achievement with Technology …
•Do your students struggle with:
q Reading?
q Writing?
q Achievement?
q Appropriate behavior?
q
•UDL provides proven strategies to addresses student learning needs!
Please see the Speaker’s Notes for more information & directions!
Many = thanks to Judy Rein for providing the basis of this PowerPoint!
This i= s the Speaker’s Notes - notes accompany every slide in this PowerPoint.

To = enlarge the Speakers Notes pane, move your mouse over the border between the slide presentation pane and the speakers notes pane; when the pointer changes to a double-headed arrow, right-click, hold, and drag the border.=

To = maximize your viewing area single-right click the “X” box on the right to close the= Slide Design (Task) pane; restore by using the pop-down menu = at the top of the window:  View -> Task Pane

To = view as a Slide Show single-left click on the “slide show” icon in the lower right-hand corner of the screen.  To quit the slide show press the “Esc” key on your keyboard.

For di= rections (with pictures) on how to maneuver this PowerPoint please see Directions for The PowerPoint document on our Discussion Board.

For= Questions about this PowerPoint please contact Linda Sweeting:  sweeting@pgcps.org

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This PowerPoint is organize= d into 4 sections:
Click the link to jump to that section:
Note:  You must be in “slide show” view to us= e the links.
I.= Universal Design for Learning (UDL) – How to Get Started
II.=
II.= Traditional Instruction – Why “One Size Does Not Fit All”=
III.
III.= Brain Research and the 3 Principles
IV.=
IV.= UDL and using technology wisely …
M= ain Table of Contents Slide

Each o= f the four items listed above is “bookmarked” to the appropriate slides; this means = if you click on the link when you are in “slide show” view you will jump to = that slide.  Use the tool icons in the lower-left hand corner of this window to move between the different views= .

•The first time you view this PowerPoint, it is reco= mmended that you view these slides in order 1 through 20, however, you can jump t= o a specific section if you prefer in subsequent viewings.
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I. Universal Design for Le= arning (UDL) – How to Get Started
•= What is UDL?
•= Goal: Take advantage of digital materials <= /span>
•= Rationale for UDL <= /b>
See the Speaker’s Notes for each of these slides <= /span>for additional content.
Go to
Main Table of Contents
This s= ection is organized around these three points. Proceed to the next slide to begin t= his section or use the link to jump to the slide.

To = use the Internet links in the Speakers Notes, copy the link = and then paste it in your browser’s address box.
------=_NextPart_01C6A594.D99EE590 Content-Location: file:///C:/226BA0C8/UDLandTech_files/slide0056_image001.png Content-Transfer-Encoding: base64 Content-Type: image/png iVBORw0KGgoAAAANSUhEUgAAAMIAAAAoCAYAAACsPiXVAAAAAXNSR0ICQMB9xQAAAAlwSFlzAAAI NgAACDQBvpAePAAAABl0RVh0U29mdHdhcmUATWljcm9zb2Z0IE9mZmljZX/tNXEAAAB9SURBVHja 7dShEQAgDATBbz0VU0IYEAwVYFix5nUu6aSrKvCb+/YjBIQgBIQgBIQgBIQgBBACCAGEAEIAIYAQ QAggBBACCAGEAEIAIYAQQAggBBACCAGEAEIAIYAQQAggBBACCAGEAEIAIYAQQAjwOISxBvjQOCH4 DCAE2CYR7lVRZyE4LgAAAABJRU5ErkJggk== ------=_NextPart_01C6A594.D99EE590 Content-Location: file:///C:/226BA0C8/UDLandTech_files/slide0009.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" How Can We Make the Curriculum Accessible for All Students?
What is UDL?
• A national movement grounded= in belief that te= chnology provides a medium for more flexible, differentiated instruction.
üBuilt = on the premise that there is no such thing as a “typical kid” and that differentiating instructi= on supports students who struggle with reading, writing, and math due to disabilities, English language learning, and/or other reasons.
ü
üDescri= bes the use of flexible methods and materials for instructing diverse learners.
ü
üAddres= ses national and state agendas for instructional and assistive technology.
From CAST at http://www.cast.org<= /span>
Go to Section Index=
 or Main Table of Contents
For mo= re information about Universal Design for Learning (UDL) go to the CAST website:  http://www.cast.org/teachingeverystudent/ideas/

The ba= sic premise of UDL is that there is no such thing as a “typical kid”.  Differentiating instruction supports students who struggle with reading, writing, and math due to disabilities= , English language learning, and/or other reasons.

To = use the Internet links in the Speakers Notes, copy the link = and then paste it in your browser’s address box.

Lin= ks on the slides are only “live” (will go to that Internet site) in Slide Show view.
------=_NextPart_01C6A594.D99EE590 Content-Location: file:///C:/226BA0C8/UDLandTech_files/slide0009_image002.png Content-Transfer-Encoding: base64 Content-Type: image/png iVBORw0KGgoAAAANSUhEUgAAAMIAAAAoCAYAAACsPiXVAAAAAXNSR0ICQMB9xQAAAAlwSFlzAAAI NgAACDQBvpAePAAAABl0RVh0U29mdHdhcmUATWljcm9zb2Z0IE9mZmljZX/tNXEAAAB9SURBVHja 7dShEQAgDATBbz0VU0IYEAwVYFix5nUu6aSrKvCb+/YjBIQgBIQgBIQgBIQgBBACCAGEAEIAIYAQ QAggBBACCAGEAEIAIYAQQAggBBACCAGEAEIAIYAQQAggBBACCAGEAEIAIYAQQAjwOISxBvjQOCH4 DCAE2CYR7lVRZyE4LgAAAABJRU5ErkJggk== ------=_NextPart_01C6A594.D99EE590 Content-Location: file:///C:/226BA0C8/UDLandTech_files/slide0003.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" How Can We Make the Curriculum Accessible for All Students?
Goal of UDL
Take Advantage of Digital Mate= rials
=
=
•Technology Supports Flexible Teaching
qBooks and oral lectures are not flexible because one size does NOT fit all.
q=
qDigital text/media offer the use of sound and images which are better suited to meet th= e needs of diverse learners.
q=
qInternet resources offer more flexibility for diverse learners.
Go to Section Index=
 or Main Table of Contents
Pri= nciples of the Universal Design for Learning Framework
For mo= re information see Teaching Every Student in the Digital Age, by David H. Rose, ASCD, 20= 02; also available online at the CAST website: http://www.cast.org/teachingeverystudent/ideas/tes/
UDL So= lutions Template:  http://www.cast.org/teachingeverystudent/templates/UDLSolutionsTem= plate.doc
The fi= rst page of this template is filled in with comments about students as an example, pa= ges 2 – 4 provide you examples of UDL solutions, and page 5 is a blank templa= te for you to use.

Save t= his template to your hard drive before you begin.  To save the template click “File” in the pop-down menu at the top of the browser and then click “save as” in the menu that opened.  Save the template in a location on yo= ur hard drive that you can find easily, such as My Documents or your desktop= .

To = use the Internet links in the Speakers Notes, copy the link = and then paste it in your browser’s address box.
------=_NextPart_01C6A594.D99EE590 Content-Location: file:///C:/226BA0C8/UDLandTech_files/slide0003_image003.png Content-Transfer-Encoding: base64 Content-Type: image/png iVBORw0KGgoAAAANSUhEUgAAAMIAAAAoCAYAAACsPiXVAAAAAXNSR0ICQMB9xQAAAAlwSFlzAAAI NgAACDQBvpAePAAAABl0RVh0U29mdHdhcmUATWljcm9zb2Z0IE9mZmljZX/tNXEAAAB9SURBVHja 7dShEQAgDATBbz0VU0IYEAwVYFix5nUu6aSrKvCb+/YjBIQgBIQgBIQgBIQgBBACCAGEAEIAIYAQ QAggBBACCAGEAEIAIYAQQAggBBACCAGEAEIAIYAQQAggBBACCAGEAEIAIYAQQAjwOISxBvjQOCH4 DCAE2CYR7lVRZyE4LgAAAABJRU5ErkJggk== ------=_NextPart_01C6A594.D99EE590 Content-Location: file:///C:/226BA0C8/UDLandTech_files/slide0002.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" How Can We Make the Curriculum Accessible for All Students?
Rationale for UDL=
• “It is more efficient and cost effective to consider and address= the diverse range of user needs during the design process, rather than as an adaptation after the fact”
• L. Schleff, Western Washington University
Statute § 7-910= :  All teacher cre= ated technology-infused instruction= al materials must be accessi= ble by FY2005.
Go to Section Index=
 or Main Table of Contents
For in= formation about COMAR13A.05.02.13 H and Statute § 7-910 see:  http://www.pgcps.org/~tifa/links.html=

To = use the Internet links in the Speakers Notes, copy the link = and then paste it in your browser’s address box.
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II. Traditional Instructio= n – Why “One Size Does Not= Fit All”
<= span style=3D'mso-special-format:bullet;color:red;position:absolute;left:-9.28%; font-family:Wingdings'>PLimitations of = Speech
<= span style=3D'mso-special-format:bullet;color:red;position:absolute;left:-9.28%; font-family:Wingdings'>PLimitations of = Text
<= span style=3D'mso-special-format:bullet;color:red;position:absolute;left:-9.28%; font-family:Wingdings'>PLimitations of = Images
= 3;
See the Speaker’s Notes for each of these slides for additional content.
Go to
Main Table of Contents
This s= ection is organized around these three points. Proceed to the next slide to begin t= his section or use the link to jump to the slide.

To = use the Internet links in the Speakers Notes, copy the link = and then paste it in your browser’s address box.

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= What are the limitations with traditional instruction?
 Speech Limitations
§Sounds spoken = in rapid sequence & are transient > some students cannot process <= span style=3D'position:absolute;top:66.66%;left:4.43%;width:93.12%;height:31.88= %'>speech quickly enough <= /div>
§Requires ability to stay focused continuously & act strategically (active listening) =
§Requires verbal working memory
§Requires ability to process intonation & gesture facial expression
Go to Section Index=
 or Main Table of Contents
Think about the question
=3D> click = to see the answer.
Speech= phonemes – recognition
Active= listening – strategic, students with ADD have diff= iculty with this
Verbal= working memory - studies of kids with epilepsy recognize speech but frontal netwo= rks can’t hold on to spoken language
Intona= tion & gesture – some individuals with strokes and autism often understand words= but cannot decode the character of speech



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What are the limitations with traditional instruction?
 Text Limitations
§Representation= al and must be taught
§More permanent than speech, but it lacks the inherent expressiveness of speech
§Bound by conventions
<= span style=3D'font-size:81%'>§Requires many automatic recognition of words, often difficult for dyslexics =
§Students may e= xcel at recognizing text but don’t get the meaning easily