Assisstive technology de vane

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Using Your Resources to Meet Your Students’ Needs Mary Hannah DeVane

IEP ,[object Object],[object Object],[object Object],[object Object],[object Object]

Inclusion ,[object Object],[object Object],[object Object]

Least Restrictive Environment ,[object Object],[object Object],[object Object]

But all students cannot and do not learn the same way! So what do I do? ,[object Object],[object Object]

We can meet the needs of our 4 th grade students here at Sunny Elementary School very easily! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What we are already doing: ,[object Object],[object Object],[object Object],[object Object]

Let’s keep up the good work and continue! ,[object Object],[object Object],[object Object]

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Running Head: UDL AND ITS RELATIONSHIP TO SPECIAL EDUCATION LEARNERS 1 UDL AND ITS RELATIONSHIP TO SPECIAL EDUCATION LEARNERS 9 UDL and Its Relationship to Special Education Learners Name Institution UDL and Its Relationship to Special Education Learners Universal Design for Learning aids all the children and it is not limited to only those with learning attention issues. This teaching technique provides more than one way for the learners to have access to the same material alongside letting students apply different methods to demonstrate what they understand (Rose & Meyer, 2002). The primary objective of Universal Design for learning is to make use of a variety of teaching methods to remove any hindrances to learning and provide equal opportunities to all the students to achieve success. This teaching approach is not limited to only children with learning and attention issues as it is all about building in flexibility that can be adjusted or tweaked for every strengths and needs of the students. Examples of universal design include automatic doors, closed captions and accessibility features on a smartphones. Such design elements help persons with disabilities together with those who are not disabled but would love to use them. UDL provides similar kind of flexibility within the learning environment with its main aim being to present the subjects in school to make it possible for all the learners to have access to the information and to provide learners with distinct ways of demonstrating their knowledge. UDL is based on three major dogmas which include the following; Representation- UDL provides information in more than one single format for instance textbooks are basically visual. However, providing audio, text, video and hands-on learning provides a chance to all the children to access the material in whichever method is ideal for their learning strengths. Action and expression -UDL offers all the children more than one single manner of interaction with the material and to demonstrate what they have learnt (Edyburn, 2005). For instance, the instructors are able to assess the understanding of the kids through the administration of pencil-and paper tests, group projects and oral presentations. Engagement- Universal Design for Learning looks at distinct ways to inspire the learners. Permitting the children to make choices and giving them assignments that feel relevant to their lives are some of the classic instances of how the instructors can sustain the interests of the learners. Other commonly applied strategies include making skill building feel like a game and creating opportunities for the kids to get up and move all around the classroom. This essay responds to the manner in which the instructor can inculcate the Universal Design for Learning while dealing with children of mixed disabilities which include those who are intellectually challenged, emotionally disturbed and others with other health related issues. ...

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1. Using Your Resources to Meet Your Students’ Needs Mary Hannah DeVane

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