UDL Guidelines 2.0 The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning. The UDL Guidelines, an articulation of the UDL framework, can assist anyone who plans lessons/units of study or develops curricula (goals, methods, materials, and assessments) to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start. The UDL Guidelines are organized according to the three main principles of UDL that address representation, expression, and engagement. Learn more about the UDL Guidelines: Three primary principles guide UDL—and provide structure for the Guidelines: To learn more, click on one of the Guidelines below.
The Goal Bank Free ePub Converter - Convert PDF and other types of documents & ebooks to ePub format Principle I. Provide Multiple Means of Representation Click to Get the Guidelines! Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. Guideline 1: Provide options for perception Learning is impossible if information is imperceptible to the learner, and difficult when information is presented in formats that require extraordinary effort or assistance. Checkpoint 1.1 Offer ways of customizing the display of information In print materials, the display of information is fixed and permanent.
Iris | Differentiated Instruction: Maximizing the Learning of All Students This Module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits—readiness level, interest, and learning profile—that influence learning. Work through the sections of this Module in the order presented in the STAR graphic above. View Module Outline If you want to learn more about how to navigate an IRIS Module, please view our Navigating an IRIS STAR Legacy Module video. Copyright 2016 Vanderbilt University.
Institute for the Family Director: Martha Edwards, PhD The Center received, in partnership with Kingsbridge Heights Community Center, a grant of $140,000 from the Office of Head Start. The grant will enable the Center to bring Bright Beginnings and Personal Best, the parenting curricula developed by the Center’s Director, Martha Edwards, and Associate Director, Judy Grossman, to Kingsbridge’s Early Head Start. Not only will staff be trained to offer Bright Beginnings (for parents with their infants and toddlers) and Personal Best (an adult development curricula for parents only) to the 40 families in their “Baby School” program, Center faculty Yolanda Martinez and Barbara Russek will provide intensive on-site coaching to all staff to bring the principles of these curricula into home visits with families and to staff in 16 family day care programs serving 100 families. The major initiatives include: Community based prevention programs for at risk families: Parent education presentations and discussion groups:
Early Learning for Every Child Today Download print version (PDF). A framework for Ontario early childhood settings Best Start Expert Panel on Early Learning January 2007 Foreword Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings describes how young children learn and develop, and provides a guide for curriculum in Ontario’s early childhood settings, including child care centres, regulated home child care, nursery schools, kindergarten, Ontario Early Years Centres, family resource programs, parenting centres, readiness centres, family literacy, child development programs in Community Action Program for Children, Healthy Babies Healthy Children and early intervention services. It is intended to complement, not replace, the Ontario Day Nurseries Act, Ontario Early Years Centre guidelines and the Kindergarten Program. Best Start is a long-term strategy to design a coherent system for young children. Best Start Expert Panel on Early Learning Table of Contents Early Learning for Every Child Today
The "What Works Clearinghouse" | Teaching Practices The U.S. Department of Education's What Works Clearinghouse (WWC) was established to provide educators, policymakers and the public with a central, independent and trusted source of information regarding what works in education, essentially a Consumer Reports for educational research. The WWC is designed to help meet the demand for reviews of current educational programs, policies, and practices that claim to improve student outcomes. Reviews by the WWC will show educators which educational programs have been proven by scientific research and which have not. Demand for proven, research-backed educational programs has risen greatly in the past several years with the passage of the No Child Left Behind Act. The WWC site will review research in the areas of adult literacy; methods for dealing with delinquency, and disorderly and violent behavior; dropout prevention; increasing achievement in English language studies; math; and reading, among others.
MUSEC Briefings - Macquarie University Special Education Centre On this page: MUSEC Briefing 38 - Response Cards MUSEC Briefing 38 Response Cards References Berrong, A. K., Schuster, J. MUSEC Briefing 37 - Cogmed MUSEC Briefing 37 Cogmed Apter, B. (2013). MUSEC Briefing 36 - Interactive Metronome Training MUSEC Briefing 36 Metronome Training Taub, G,E; McGrew, K, S & Keith, T, Z. ( 2007). MUSEC Briefing 35 - Mnemonics Mnemonics Scruggs, T.E., Mastropieri, M.A., Berkeley, S.L., & Marshak, L. (2010). MUSEC Briefing 34 - Using Scripts to Teach Conversation Skills to Students with Autism Spectrum Disorders Using Scripts to Teach Conversation Skills to Students with Autism Spectrum Disorders Sarokoff, R. MUSEC Briefing 33 - Behavioural Optometry Behavioural Optometry American Academy of Pediatrics (2011). MUSEC Briefing 32 - The Tomatis Method as a Treatment for Autism The Tomatis Method Corbett, B. MUSEC Briefing 31 - Visual Activity Schedules Visual Activity Schedules Allday, R.A. (2008). MUSEC Briefing 30 - Learning Styles Learning Styles Durand, V. Cellfield Program
Evidence-Based Practice Evidence-Based Practice topic editor: Sue Goode Most recent additions to this page: Recent federal legislation has focused on the importance of building a strong base of scientific evidence to inform educational policy and practice. As such, the Institute of Education Sciences (IES) was established within the U.S. What is evidence-based practice? NECTAC has compiled a list of selected resources on Defining, Understanding, and Implementing Evidence-Based Practice . Where do you find early childhood evidence-based practices? The resources below provide information on evidence-based practices in areas specific to early childhood care and education, professional development, early intervention and early childhood special education (EI/ECSE). Multiple Early Childhood Topics Autism Early Child Identification Early Childhood Transition Early Literacy Home Visiting Inclusion Professional Development School Readiness Screening, Assessment, Evaluation Instruments Social Emotional Intervention for Young Children
Evidence-based Practice Resources While government policies and CEC’s own professional ethics call on special educators to use evidence-based practices in their classrooms, the special education field is only now developing criteria for classifying practices. As the trusted voice in special education, CEC is taking a leading role in defining criteria for classifying special education practices. Additionally, CEC will continue to provide professional development on how to improve practitioners’ evidence-based practice. This report was commissioned by the Council for Exceptional Children Board of Directors. CEC Preisdent Robin Brewer acknowledged CEC’s appreciation to its expert members in the workgroup including Bryan Cook, Chair, Viriginia Buysse, Janette Klingner, Tim Landrum, Robin McWilliam, Melody Tankersley, and Dave Test. Read CEC's Standards for Evidence-Based Practices in Special Education CEC Evidence-Based Practice Standards News Release