Second Life

Me. Holl, and Karamel on TC Island in Second Life!

Universal Design for Learning

A concept map that outlines UDL: Universal Design for Learning

UDL operates on 3 main principles:

"Principle 1:

To support recognition learning, provide multiple, flexible methods of presentation

Principle 2:

To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.

Principle 3:

To support affective learning, provide multiple, flexible options for engagement."

UDL suggests that educators exhibit 3 kinds of flexibility:

• "To represent information in multiple formats and media.
• To provide multiple pathways for students’ action and expression.
• To provide multiple ways to engage students’ interest and motivation."

Meyer, A. & Rose, D.H. Teaching Every Student in the Digital Age: Universal Design for Learning. 2002. ch. 4.

http://www.cast.org/teachingeverystudent/ideas/tes/chapter4.cfm


CAST is a fantastic organization. While navigating their website, I also stumbled upon some of their FREE products. These include:

UDL Editions by CAST™

UDL Editions by CAST are classic texts from world literature presented in a flexible online interface that provides just-in-time, individualized supports for struggling readers, and added-value features that engage novice and expert readers alike.

Learning features include leveled supports to build reading strategies and help readers understand the elements of the author's craft; a Texthelp Toolbar for accessibility and language features; context-specific multimedia glossaries and enrichment activities; and multimedia background resources.

Watch a Video about UDL Editions

Developed with support from Carnegie Corporation of New York. Introduced in partnership with Google Literacy Project for World Book Day, 2008. Copyright 2008, CAST.

CAST Strategy Tutor™

A free online tool to support students and teachers doing reading and research on the Internet, ages 10 and up. Strategy Tutor helps students read, research, collect and understand information better and more efficiently. For teachers, Strategy Tutor provides a way to easily create web-based lessons embedded with research-based, highly effective learning strategy and vocabulary supports.

Developed with generous support from Carnegie Corporation of New York. Copyright 2003-2008, CAST.

CAST UDL Curriculum Self-Check™

Free online tool that helps educators build options and flexibility into each element of the curriculum (goals, methods, materials, and assessments) in order to reach and engage all students. Developed with support from the Massachusetts Department of Special Education. Copyright 2007-2008 CAST. Please send comments or suggestions to UDLSelfCheck@cast.org.

CAST UDL Lesson Builder™

Free online tool that teaches educators to customize standards-based curriculum to meet individual learning needs. Developed in cooperation with the Access Center (American Institutes for Research). Copyright 2006-2008 CAST. Please send comments or suggestions to lessonbuilder@cast.org.

CAST UDL Book Builder™

Free online tool enables educators to develop their own digital books to support reading instruction for children aged 3& up. Teachers create, edit, and save resource-rich texts. Terry, an animated character, guides educators as they write text, choose images, and develop scripts for the prompts, hints, and models that will help build young readers' skills. Copyright 2006-2008, CAST. Please send comments or suggestions to bookbuilder@cast.org.

The above can be viewed and explored in more detail at:
http://www.cast.org/products/index.html

$1 Design Challenge

When we got this assignment, to use $1 to come up with a new invention, I thought I would have a ton of crazy, creative ideas. This challenge was actually a lot harder than it first seemed, and apparently I am less creative than I originally thought. My understanding of the challenge was to take some object and use it as something that it was not intended to be. As part of our class discussion last week, we talked about technology in terms of problem solving. When we work with technology, we must be prepared to try new things, even if they do not work. Our thinking cannot be so rigid, and we have to be able to look at things in different ways. During this assignment, I kept reminding myself of this.

The other night I was drinking a 20 oz Diet Coke, as pictured above. When I drank enough that I was down to the top of the label, I suddenly saw this plastic bottle in a different way. I thought I could cut the top off to create a funnel. When I finished the soda and cut the bottle, I realized that the larger part of the funnel (where you pour the substances) was a little small. What if someone was pouring out of a large container? It is always easier to pour into something that has a wider circumference. Also, if someone had trouble with hand-eye coordination, or motor control issues, a larger opening would be beneficial. I went to the store and bought a larger 1 liter bottle to use instead.

I thought it might be helpful to keep the label on the bottle, or even paint around the rim of the funnel so the edge would be visibly noticeable for those that may have vision problems. Otherwise a clear, plastic funnel would not be much help. Also, this funnel is convenient because it can rest on the container to which you are transferring the substance. This benefits everyone by allowing the use of both hands to pour, while it also benefits those with motor control issues by allowing them to use two hands to steady and focus their movements.

This assignment definitely presented me with a challenge to think "outside of the box," and experiment with my materials. When working with students in the future, this kind of thinking will be integral to using, designing and adapting individual pieces of assistive technology.

Expectations and Initial Views

When I found out that I would be taking a class called "Computer Applications in Special Education," I was excited. In my undergraduate program, and during my summer job as a teacher assistant in a classroom for children with Autism, I was exposed to different types of assistive and instructional technology. I have seen firsthand how technology can create opportunities for all different types of learners in the classroom. However, I feel that I have only broken the surface in terms of the scope of technology available for students with disabilities. Mainly, I have worked with powerpoint and instructional websites. I used Boardmaker this past summer, but know that there is much more that I can do aside from choosing and printing pictures.

Looking at the syllabus and the text for this course, I can see that my knowledge of assistive and instructional technology will become more comprehensive. I am especially interested in learning about the different options available for students with communication difficulties and limitations. At the end of this course, I hope to be proficient using different technologies at every level - low tech to high tech. With this knowledge, I will be better able to serve the students entrusted to me. It is not enough just to know of technology that can help a child. I need to know how to use the technology so I can train the child, his or her parents or guardians, etc. I expect that with the knowledge base I build, I will be able to look at the case of an individual child, come up with assistive or instructional technology that can be beneficial for that child, and tailor that technology if necessary.

In this day and age, technology and education go hand in hand. Technology is a beneficial tool, not only for students with disabilities, but for all students, for parents, and for teachers. Technology can take students out of the classroom, allowing them to explore places and eras that are far removed. DVDs and interactive websites make learning fun, and allow students to take responsibility for this learning. Subject and skill-specific software is often free on the web, and can provide valuable tutorials and practice for students who are struggling with certain concepts. Parents who may not be able to help their children in certain academic areas can also take advantage of this sort of software. Technology such as electronic dictionaries, and word processors can make the daunting task of writing easier for many students. Books and textbooks are becoming increasingly digitized to provide support for those with reading problems. All of these technologies help students to access the general education curriculum. They provide different ways of presenting information, an important concept when children have such different learning styles.

Decades ago, there were not so many options for students with deficits in communication or mobility. Communication aided by switches, talkers, and even systems such as PECS allow students to have a "voice" regardless of their ability to speak. Students can participate in all classroom activities, and exercise their ability to make decisions for themselves. Electronic wheelchairs and gait-trainers allow for greater range of motion, so students can participate in activities with peers. Technologies such as those discussed above empower students, causing a greater sense of self-efficacy and self-sufficiency.

Teachers can also benefit from technology in many different ways. Assessment and progress-monitoring software helps teachers in screening students, and keeping track of those who are having difficulty. These programs also allow teachers to document educational interventions and see their effectiveness, thus making it possible to change or tailor their instruction for particular students.

I am looking forward to this course, and learning how to improve the lives and education of my students through the use of different types of technology. Technology will always be improving, so it is important for teachers to stay up-to-date with technological advances, especially as we continue to hold high expectations for all students.