By: Staff Blogger
The Ohio Early Childhood Systems Conference is an exciting example of a multi-agency collaboration on behalf of the state’s youngest learners. For the first time ever, all six of Ohio’s early childhood state agencies partnered to create this conference to improve early childhood education. The Ohio Department of Education joined the Ohio Department of Mental Health and Addiction Services, Ohio Department of Developmental Disabilities, Ohio Department of Health, Ohio Department of Medicaid and the Ohio Department of Job and Family Services to sponsor the conference.
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By: Kimberly Monachino
Editor's note: March is Developmental Disabilities Awareness Month. We thought this was the perfect time to re-run this March 8, 2018 blog about making learning accessible to all students.
Today’s classrooms are very busy places. They are filled with students who have diverse needs and learning challenges. To meet their needs, teachers may be equipped with a variety of instructional strategies and have many other tools in their tool boxes. However, even with multiple tools, trying to meet the unique needs of each individual child sometimes can feel daunting.
One approach that can help teachers customize the curriculum to meet the needs of all learners is Universal Design for Learning (UDL). Universal Design for Learning originated with the term universal design. Originally, universal design meant creating products and environments that are accessible to individuals with disabilities. Automatic doors, closed captions, ramps and curb cuts are all universal designs. These modifications assist people with disabilities, but individuals without disabilities also benefit from these adaptations. For example, automatic doors make entering a building easier if you use a wheelchair or if you can walk but are carrying several bags of groceries.
We know that every learner is unique, and one size doesn’t fit all. The Universal Design for Learning structure is research based and aims to change the design of classrooms, school practices and coursework rather than change each unique learner. It minimizes barriers and maximizes learning no matter what a student’s ability, disability, age, gender or cultural background might be. It reduces obstacles to learning and provides appropriate accommodations and supports. It does all of this while keeping expectations high for all students. Universal Design for Learning makes it possible for all learners to engage in meaningful learning by making sure everyone understands what is being taught. Coursework developed following Universal Design for Learning is flexible — the goals, methods, materials and assessments consider the full range of each learner’s needs.
In a Universal Design for Learning classroom, students have goals and are aware of what they are working to achieve. To accomplish this, the teacher might post goals for specific lessons in the classroom. Students also might write down lesson goals in their notebooks. The teacher refers to lesson goals during the lesson itself. In a traditional classroom, there only may be one way for a student to complete an assignment. This might be an essay or a worksheet. With Universal Design for Learning, there are multiple options. For instance, students can create a podcast or a video to show what they know. They may be allowed to draw a comic strip. There are a wide range of possibilities for completing assignments, as long as students meet the lesson goals. With Universal Design for Learning, teachers give students feedback about how they are doing with lesson goals. Students reflect on their learning and think about their progress toward the goals. If they did not meet the goals, the teachers encourage students to think about what they could do differently next time.
The three major ideas in the Universal Design for Learning structure are:
- Multiple means of representation is showing or presenting the information in different ways to the learners. For example, students with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and others may need information presented in different ways. So, instead of the teacher having all the students read from a textbook or only using printed text, there are options for students based on how they best learn. Some students prefer to listen to a recording of the textbook, use pictures to understand the print or use a computer.
- Multiple means of action and expression means providing opportunities for learners to demonstrate their knowledge in alternative ways. For example, when the teacher gives students options to “show what they know” beyond paper and pencil tests. The students show their understanding by creating something such as a poster, making a PowerPoint presentation, writing a poem or making a TV or radio commercial.
- Multiple means of engagement is discovering learners’ interests and motivating them to learn. When teachers take the extra time to learn about their students’ personal interests and make learning relevant to their experiences, students often become more engaged. For example, the teacher who knows her students are excited about sports and incorporates those interests into reading and math activities.
You can find detailed information about these three principles here.
The National Center on Universal Design for Learning is a great resource for people who want to learn more about this topic. Additionally, you can explore the Universal Design for Learning guidelines here. These guidelines offer a set of practical suggestions that can ensure all learners can access and participate in meaningful, challenging learning opportunities.
Kim Monachino is director of the Office for Exceptional Children for the Ohio Department of Education. You can learn more about Kim by clicking here.
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By: Staff Blogger
The Ohio Department of Education held its second annual Literacy Academy on March 18 and 19 for districts, schools and early childhood providers who are working toward raising literacy achievement. The Literacy Academy provides professional learning to support the use of evidence-based language and literacy practices.
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