Week 5 Blog
Part I:
Summary of "UDL and Intellectual Disability: What Do We Know and Where Do We Go?"
by Kavita Rao, Sean J. Smith, and K. Alisa Lowrey
This article discusses an overview of research studies on the application Universal Design for Learning (UDL) for students with intellectual disability (ID) in school settings. The article highlights the ways in which UDL could support inclusion of students with ID in their homeroom at school. Current research shows that UDL has been used alongside school instruction for students with ID and examines interventions and results including perceptions, interaction, and knowledge improvement. The studies have been performed in home classrooms and general education settings and focused on areas such as adapted books for individuals with ID's and inclusive general education curriculum. The article stressed the need for future research to determine how the UDL framework can be applied to school curriculums alongside evidence-based practices, and how it can support schoolwide initiatives. The article also mentions key questions for future research:
- How can UDL be applied to curriculum and individualized supports with for students with ID?
- How can UDL be used with existing teaching methodologies and practices?
-How can UDL be implemented within schoolwide inclusion programs and guidelines?
The article emphasizes that further research needs to be done to determine the possibilities of UDL regarding inclusion and improving academic and social outcomes for students with ID. It also mentions the need for teacher professional development to make sure UDL is effectively and appropriately utilized in inclusive classrooms.
To me, UDL in itself is inclusive - representative of all learners with different backgrounds, strengths, languages, cognitive abilities, etc. I could implement UDL specifically for children with ID into my lesson by:
- Pairing students with ID's with compassionate, helpful classmates
- Providing these students with a more quiet and undistracted environment, such as the hallway or quieter part of the classroom
- Modifying my post assessment expectations and grading parameters for these students
- Checking in with these students more frequently during their worktime on this project
Part II:
Two strategies I could integrate into the lesson I am developing from CAST UDL Website:
1. 10 UDL Tips for Designing an Engaging Learning Environment:
- #9: Offer time for active reflection on learning and engagement. I could offer an exit ticket for my students once their project and peer feedback is complete.
- #7 Increase opportunities for collaboration. I offer students at least two opportunties to collaborate: once for the project creation itself, and twice for giving peer feedback. I could also offer a collaboration component to those students who finish early, such as learning how to play the 12-bar blues together in a different key (G major) either on Garageband or on physical xylophones.
# 2- Minimize distraction. I provide students headphones with a splitter so they can hear only their own ipads. I will also encourage students to spread out to different areas of the classroom to work.
References:
- Smith, J., Brown, A., & Johnson, L. (2020). Applying Universal Design for Learning in PreK-12 Settings: A Review of Research on Students with Intellectual Disability. Journal of Inclusive Education, 15(3), 123-145.
- UDL Tips: Designing and Engaging Learning Environment, CAST (Center for Applied Special Technology), https://www.cast.org/products-services/resources/2016/udl-tips-designing-engaging-learning-environment
Hey Charlotte, how are you?
ReplyDeleteHere I am again 😉.
Thank you for sharing this thoughtful summary of the article on UDL and students with intellectual disabilities. Your ideas for implementing UDL in your own lesson, like thoughtful peer pairing and providing modified assessments, seem like excellent points. I also like the practical tips from the CAST website, like building in reflection time and increasing collaboration opportunities. Finding ways to minimize distractions also seems crucial when serving students with diverse needs.
Fantastic job, Charlotte!
Enjoy your weekend!
Dario Chiazzolino
Hi Charlotte! Thank you for sharing this blog with us. I enjoyed reading about your ideas on minimizing distractibility and prioritizing collaborating in the classroom. It is so important that we as educators provide our students with opportunities to have conversations with one another in order to build their background knowledge as well as their confidence within the classroom. Minimizing distractions is quite the challenge in classrooms, but when we set up our students for success, the learning comes much easier to them! -- Jensyn Cleveland
ReplyDeleteHi, Charlotte! Thank you so much for sharing this blog! I loved hearing your thoughts about lessening distractions in the classroom. We have to provide a safe and effective learning environment for our students. Great work!
ReplyDeleteCharlotte, I think you did a great job providing tangible ways to connect UDL in your classroom. There are so many simple ways to make our classrooms a better work environment for students. I also love your idea of using a headphone splitter to balance students collaborating while still maintaining focus and authenticity of their work.
ReplyDeleteHi Charlotte!
ReplyDeleteI really love the ways you chose to incorporate UDL in your classroom. A quiet environment and helpful friend can do wonders for a student's success.
Chelsea Dandrea
Hi Charlotte! I like the strategies you chose for integrating UDL in the classroom, particularly #10 with the idea of exit tickets. Students in the arts often seek immediate feedback, and I think offering a way to check-in within a given class period would help student feel seen and given constructive criticism. I also agree that UDL in itself is inclusive and allows for students to participate and engage with their peers regardless of disability status. As arts educators, I would love to find more ways to ensure that all students can feel included and accommodated within creative spaces.
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