Universal Design for Learning and Assistive Technology What is Universal Design for Learning? Universal Design for Learning (UDL) is an approach to teaching, learning, curriculum development and assessment that uses new technologies to respond to a variety of individual learner differences. IDEA 2004 defines Universal design using the same definition as the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002. “The term 'universal design' means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies.” (Section 3(19)of Assistive Technology Act as amended in 2004 UDL does not eliminate the need for assistive technology. Online Tool Kits, Articles, Books Universal Design for Learning: Policy Challenges and Recommendations (2009, April). (2008, August).
LD OnLine: The world's leading website on learning disabilities and ADHD Special Educator's Web Pages Tools For Life Georgia > Home All About Adolescent Literacy | AdLit.org UDL Toolkits: Teaching Every Student The Planning for All Learners (PAL) process builds upon two prerequisites: A basic understanding of Universal Design for Learning, andCommitment of participating educators to make the curriculum and learning accessible for all learners. The PAL process begins with the formation of the PAL team, comprised of general education and special education teachers and other appropriate educational specialists at one grade level or with a content specific focus. The team meets regularly during the school year to focus on the foundation of instruction — the curriculum. Identification of a strong team facilitator, responsible for scheduling meetings and agenda, providing and/or facilitating "just in time" support, and actively promoting a growing PAL initiative, is essential to the success of the PAL team. The work of the PAL team must always be aligned with local district and school initiatives, and is guided by state and local curriculum standards. TeachEvaluate lesson/unitRevise lesson/unit
Assistive Technology Solutions for Living, Learning, Working & Playing 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. Universal Design for Learning (UDL) helps educators meet this goal by providing a framework for understanding how to create curricula that meets the needs of all learners from the start. 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. They can also help educators identify the barriers found in existing curricula. Learn more about the UDL Guidelines:
TECHMATRIX - [Home] UDL Lesson Plan Instructions Instructions The Dilemma How can I teach grade-level standards to all students in general education, regardless of exceptionality? How do I assess and grade them? How do I keep students who already know the skill challenged? How do I follow President Bush’s mandate and leave no child behind without watering down the curriculum? How can I maintain high expectations for all students? The Answer Make learning accessible for all students by universal design for learning. Using the Lesson Plan for Universal Design Keep in mind! The UDL lesson plan is NOT a daily lesson plan. Standards Locate the standards from your State Department of Education website. Plan a schedule for covering the standards during the school year. Use a theme approach for covering the standards when possible. Co-plan with gifted and special educators to see how IEP and enrichment objectives for particular students can be addressed by the standards. Specific Behavioral Objectives Be careful!
Response to Intervention | Intervention Central IDE Corp | Making A Difference One Teacher At A Time Before Special Ed: How Pre-Referral Works - Identifying a Learning Disability By Colleen Stump, Ph.D. If your child is struggling to learn, take time to find out about how the pre-referral process works at your school. When you become involved in planning with her educational team, your child will benefit. Purpose The purpose of the pre-referral process is to ensure your child tries reasonable accommodations and modifications before she's referred for special education assessment. work together to identify your child's learning strengths and needs, put strategies into action, and evaluate their impact so your child can succeed in the general education classroom. Team Members There are no rules for membership on a pre-referral team. As a parent, you're a key member of this team. Process Although the steps may vary by school, here's what often occurs: Your child is referred to the pre-referral team because there's a concern about his academic skills or behavior. The team meeting follows these steps: Review your child's strengths, interests, and talents.
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