Universal Design For Learning ( Udl ) And Learners With Severe Support Needs

These two elements of classroom are intrinsically linked, as differentiated instruction is well suited to the three principles in UDL. By focusing on CAST’s three systems and appropriate teaching methods, particularly recognition, strategic and affective, the guide aims to identify ways in which differentiated instruction coordinates UDL theory. Varying theories have been proven to be affective in supporting different skills as students learn, from gifted and talented to those providing more support in special education programs.

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

Problems might start arousing when a class is crowded with students because an LSA is not able to talk and explain in a quiet environment, students interrupt and furthermore. Classroom organization strategies can have real benefits for students like John and other students with special needs. Even the planning of the floor space and the kinds and placement of furniture used need to be considered seriously, especially when a student makes use of a wheelchair like John. For example, floors that do not have a nonslip surface or no ramps can make wheelchair difficult to move. Furniture that is not placed in a proper way can block access to other things or materials such as computers and make mobility difficult for John. In addition, stationary and books that are too placed too high up may prove inaccessible to John. The design of the classroom should be predictable to make it easy for John to interact more with his peers. This can be a problem when one makes major changes without first taking into consideration their impact on students with special needs. However Gardner says “that childhood education should not be ‘one-size fits all’. Not all children are academic but all children have the ability to learn, be successful and to teach others in their area of intelligence. As educators we need to provide learning opportunities for children that reflect their

Darragh starts off pointing out the issues that are taking place when providing special education and early childhood education together. She suggests that every childhood professional should be given a training and textbooks or special chapters with materials regarding special education or alert them issues related to inclusion in order to provide a proper “framework”. Darragh states that Universal Design for Early Childhood Education (UDECE) provides the best “framework” for combining special and early childhood education. UDCEC understands the concepts of inclusion and flexibility and that every child views the world differently on every growing year and also the views of the world towards the child changes as well. Therefore UDECE “designs

“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

Educating students with disabilities has evolved immensely throughout history. Initially, students with disabilities were isolated and institutionalized. Society 's perception was that it was not necessary or beneficial to invest time or resources into this group of people (Spaulding & Pratt, 2015; Dybwad, 1990; Winzer, 1998). Direct advocacy and litigations caused changes in federal legislation (Griffith, 2015; Lloyd & Lloyd, 2015). Due to the civil rights movement, stu-dents with disabilities became part of the public educational system. Our current system has evolved to the level that educators work as teams to create individual learning plans for students

In the Special Education News article, it says that you need to help the “students in overcoming their disabilities” (“Special Education News”). The teacher needs to help them overcome their disability by not looking down on them. Teachers need to realize that some kids parents don’t care about their education (“Ferry”). Some parents think that the only way their kid will get through life, is if they are pretty enough. But that’s not true. When teachers are teaching the student, they need help to strengthen their learning (“Saint Joseph’s University”). By needing help to strengthen their learning, I mean they need to teach them to the best of their learning ability. What teachers need to understand is that a lot of kids protect themselves from pain (“Erstad”). When the kid protects themselves from pain, they are hurting themselves even more. If the teacher knows enough about the student, they will be a successful special needs teacher.

First off, the needs of students are very important to their learning and academic achievement. The resources available to students in these cases could have the greatest effect on a child’s learning. In any case the benefits of services made available like supplementary aids and universal design for learning, inclusion, IEP and collaborating with a parent in the developing IEPS all work together to create the best need for a child to learn and is crucial to a child’s development. With the right help, accommodation and parent support a child can function in a classroom of their peers. Disable children deserve the support and at the same time they deserve to be treated the same as their peers. Putting a child in general education without the

Keeping students with disabilities separated from students without them is teaching students that they are different and one group is more capable than the other. Students with disabilities begin to

By advocating for students with special needs, providing them with right tools and resources and encouraging them to put forth their ideas we can make sure, that students with support needs are at par with other students. This will create a podium for continuous learning and bridge the gap between the able and the disable. We should understand that every student is unique and comes with their own set of strengths and weaknesses and it is the exchange of ideas that we facilitate in a school or a community to harness positive culture. I can help ensure this by maintaining a positive attitude towards differently abled

He was also a devoted advocate for the rights of people with disabilities which is reflected in his work” (Center for Universal Design 2008). It wasn’t until the 1980s that the concept of universal design was applied to learning.

The ability to understand, acknowledge and adapt to students with disabilities is vital to the success in post-secondary education. Hutcheon and Wolbring compare ableism socially and physically between students with and without a handicap and see the issues present in the educational systems currently in place. The demographics of the study reflect an unbiased and fair selection of participants with numerous different types of disabilities to examine. Narratives from participants display a personal relation to the text which give a better grasp on not only the data behind the study, but an ethical repercussion of living with the disability listed. The limits of the participants with physical ailments was displayed through the idea of ableism throughout the course of the study; what they could and couldn’t do and why. The attitude of the caregivers in numerous cases reflected the success and impression that the participants would take away.

When teaching students with diverse needs depending on the student's disabilities the individual student will need different accommodations or modifications to access the curriculum. Throughout a teacher's career special education teachers will come across a wide range of diverse learning needs. I think that one helpful way to help all students with or without diverse needs access the curriculum can be done through the concept of Universal Design for Planning. According to Kristen Lee Howard (2004), UDL consists of, “Focusing educators on developing flexible curriculum that provides students with multiple ways of accessing content, multiple means for expressing what they learn, and multiple pathways for engaging their interest and motivation”

Work together with other colleagues in order to implement the Universal Designed Learning tool. Working together with other colleagues allows teachers to help others within the school, open the door for themselves to become mentored, and also allow everyone to have more detailed information on all the different students. Building a community of educators to work together is essential in order for there to be a strong foundation of collaboration to occur. For example, if Johnny is not turning in homework in science lab, but his teacher knows that he is striving in math class, the two teachers can collaborate and determine how to encourage him to turn homework in for both classes. Specifically for the Universal Designed Learning (UDL) tool,

I presume learner specific disabilities and capacity ahead of performing in the classroom through distinctive peers consequently, considering Least Restrictive Environment and Free Appropriate Public Education. Therefore, the student conveniently develops an empowering environment prior to comprehending literacy.