Promoting Universal Design Of Learning

The right of entry to education resources is more than uncomplicated admission to a college. The right to use means to provide students with the devices they will need to be victorious in higher learning. Students with a recognized disability ought to be no omission. In reality, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, “ensure that all qualified persons have equal access to education regardless of the presence of any disability.” Objective replacement, class waivers, and revision of classroom management, testing and course necessities are all illustrations of behavior to supply access for the learner with a disability. A break down to the creation of such practical adjustments can place schools in breach of federal and state statutes, ensuing expensive fines.

Usability is a critical portion of web design that one must be ever mindful of when constructing websites. Whether creating a personal web space or building multiple pages for a large corporation, it is the burden of the designer to guarantee people can access that content. According to the United Nations, disabled people compose roughly 10 percent of the world’s population (United Nations, 2010). Many regulations and standards have been set forth to provide disabled people with the same opportunities to access content available on the World Wide Web, as it is most of the World’s population.

As educators, it is important to address individual differences in students’ recognition, strategic, or affective networks, thus providing the best possible support by individualizing pathways to learning through Universal Design for Learning (UDL). A study on alternative education for children suggests oversimplifying learner differences by categorizing students into two groups, regular and special, fails to accurately represent the full diversity of learners in the classroom. ( Meo, 2010, p. 21) Therefore, UDL is a framework for designing curriculum which provides all students equal opportunities to learn, with no discrimination to individual needs. In order for students to have equal opportunity in their learning and achievement,

In the educational world, there are countless programs, curricula, strategies, manipulates, and resources for teachers to pull from in order to aide in the teaching of concepts and learning of students. Whatever method(s) a school or district has deemed best practice, or adopted as their curriculum, tend to be the instructional practices or resources utilized the most by those teachers. Additionally, teachers will also have preference to teaching styles, resources, and materials they use for their students. While autonomy in any classroom is important to students’ academic growth, one must also be careful to select and implement instructional with great intention and purpose. Consideration to students needs is equally important as the mandate of teaching standards and demonstrating proficiency amongst students. Even when teaching non-disabled students, it can be time consuming and overwhelming to plan lessons so just how much more is involved when planning for students with significant disabilities (SD)? Better yet, what are appropriate instructional strategies to use for students with SD? Regardless of the instructional setting, these are considerations that must be given when teaching students with SD in order to maximize their learning opportunities to learn

Explain how you can support students with the disability to learn new skills and concepts.

In the article “Universal Design for learning (UDL) and learners with Severe Support Needs”. Hartmann writes a story from her experience about student his name is Marcus has disabilities. The regular curriculum failed to get him a better education, and then his teachers decided to replace him in a school had curricula focused in disabilities or severe disabilities. Unfortunately, those schools for students “non-verbal” and Marcus had an ability to speak; his mother had frustrated and embarrassment for son future because the education curriculum did not design around students to get more benefit from learning. Also, she writes the students come from different background, culture and heredity; consequently, those factors influence in their learning even two brothers do not learn the same way. Moreover, most of the learning curriculum have designed for normal students, and they have supposed every student should receive the learning in the same way, but this is unjust for students have dissimilar abilities. The UDL has shown the problems are not in the students, but in the atmosphere around them and curriculum because there is not enough flexibility; it needs to fix it. Then, Hartmann describes the beneficial of UDL has changed the learning process to engage all the student’s abilities in the classrooms. Additionally, UDL has played a role in flexibility to involve all student with different abilities, and It also has helped teachers to become more think how to support

In order for students with disabilities to be working towards the same standards as their classmates, they need to receive appropriate accommodations and modifications. To identify how a student will access

“UDL is a proactive strategy that helps teachers build differentiation into their lesson plans from the beginning, eliminating the need for most of the accommodations teachers typically make after the fact, and providing the flexibility and accessibility needed to reduce the barriers for students with disabilities” (Spencer, 2011, p.11). By planning lessons in this proactive manner and making them more accessible to students with special needs, teachers end up helping everyone in their class and providing improved access to the curriculum for all students. The goal of UDL is to challenge us as teachers to expand our thinking about instruction and lesson design so that we move beyond traditional lecture and worksheet teaching and begin integrating technology and flexible practices to create curriculum and instruction that is more appealing to all students. It is a win-win for all

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, have helped people to find useful and easier ways to become educated.

According to Pyle and Wexler (2012), students with disabilities are disproportionally represented in high school graduation rates. Millions of students with individual education plans (IEPs) lack a high school diploma which then in turn affects their ability to secure

The “Universal Design for Learning (www.udlcenter.org)” consists of a group of principles that require all children to receive the same form of education and learning. There are three main principles which aid in protecting students with disabilities. These three principles make sure that the students with disabilities receive the same education as any other student as well. The following will explain my opinion on the learning of all children and how the UDL principles apply to this.

When it comes to education, it is important to determine what method of content delivery is going to be the most effective for each individual class. Furthermore, it becomes increasingly important to determine the most effective strategies for each individual student. Within the concept of a universal design for learning (UDL), it becomes important to ensure that students have more than just access to information: “Non-educators often make the mistake of equating access to information with access to learning” (Rose & Meyer 2002). With UDL, students not only have access to information, but they are enable through the access to learning. This can be manifested in a number of ways, but is characterized by the availability of environments that promote learning and education that promotes learning. UDL then becomes the method for which educators provide students with a variety of methods to engage cognition, and allow for educators to meet the needs of diverse learners.

The use of technology in educating children with special needs has widely grown in the past few decades. Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, it has become much easier for people to find useful and easier ways to become educated. Because of this, “technology has changed the way people with disabilities live, work, and learn.” (Winzer,98)

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S

On the Internet teachers have set plans or guidelines for other teachers to look at and get ideas on what to do for their classroom. I think this is a great idea for teachers to use especially for new and young teachers to get some great ideas. By using this tool, teachers could hopefully get better and new ideas on how to teach certain subjects or try new things with the students. Teachers can get hints on how they can give tests, or how to help the students become better test takers on the Internet. The web site http//www.schoolnotes.com showed many different ways teachers could help the students. The site gives teachers ideas on the best ways to give oral test, true and false tests, by giving the teacher instructions on how to successfully present the material. Class Webs are another way teachers and students can get involved with the Internet and technology; students can help their teachers create a web page for their class. Many teachers use the Internet to find Resources for the classroom. They can find many things for the class to do on the Internet like games and projects.