UDL and cars
I just read an article that discussed UDL and the flexibility in cars today. For example we have adjustable seats, cruise control, seatbelt adjustments, radios, CD players, tape deck, signal lights, etc. I suppose you could add the gps navigation systems and voice activated phones that are in some cars these days. The key characteristics are focused on choice and controls. The driver has choices and flexibility. He can adjust controls and ergonomics to suit his individual needs. This exemplifies what we need to be thinking about in designing UDL lessons -- create the flexibility and choices in the curriculum. It is quite a challenge to think about new and multiple ways of offering opportunities for children to learn. Can you think of other examples? How do they translate to the classroom?
posted by S McPherson @ 7:50 PM
8 Comments:
Great examples! I think barriers include lack of knowledge, resources and time. In my grad classes I hear many reports of being given the grade level text, esp, in middle school and high school, and that is pretty much the extent of materials and resources. Needless to say this is totally inadequate to meet the needs of most of our students. The lack of materials is exacerbated by lack of professional development in strategies for applying UDL to instruction so that the students can have access, participate, and make progress in the gen ed classroom. For those fortunate enough to have access to technology that you mention, there are option, but they take time. However, the reward of seeing students engaged in learning is tremendous.
Cheri,
Yes, there are so many options available, but the barriers still exist. I’ve summarized some of Chapter 5 in David Rose’s most recent book.
Barriers Limiting Access to the General Curriculum
The Universally Designed Classroom: Accessible Curriculum and Digital Technologies
Edited by David H. Rose, Anne Meyer, and Chuck Hitchcock
http://gseweb.harvard.edu/hepg/universallydesigned.html
Differing Interpretations of Inclusion
The term “inclusion” has many interpretations and in many situations results in whole-class instruction without individualization.
Curriculum Standards and Availability
Between high stake testing and need to align curriculum with standards, teachers have less time to focus on meeting the individual needs of all students.
Increased Practitioner Responsibilities
Large Classes
This does not come as a surprise
Practitioner Attitudes toward Shifting Roles and Expectations
As general and special educators are given more responsibility, they become overwhelmed. These educators need to be given time and opportunities in order to identify mutual and complementary skills.
Issue of Time, Skills, and Training
General and Special educators must be given the time to plan, consult and collaborate. General education majors should be taught how to work with a diversity of students.
Teacher and Student Perceptions of Curriculum Adaptations
Many educators view the student as the problem. It is the curriculum that needs to accommodate the student.
Cheri,
David Rose's first book Teaching Every Student in the Digital Age is online and excellent.
http://www.cast.org/teachingeverystudent/ideas/tes/
Enjoy!
I couldn't get the videos either. I just sent an e-mail to the web master.
I wonder if the others who joined the blog are able to see this great discussion going on. Should we post the informational components so that the others don't miss it?
I'll send an e-mail to our project participants inviting them to view the "UDL and Cars" post.
Cheri,
The fact of the matter is that you have been using UDL strategies, but only on an unconscious level. Several years ago I took a workshop with Steve Barkley.
http://www.plsweb.com/resources/articles/coaching/2004/03/14/
He talked about how many educators practice good pedagogy but on an unconscious level. Once these good teaching strategies move from an unconscious to a conscious level, they will be repeated.
Now that you are aware of UDL, I’m sure you will be very aware of possible learning barriers when you plan your lessons.
Trust me, I wasn’t laughing when I read your true confession! I don’t know what the statistics are, but my guess is that less than 10% of educators in the global community know about UDL.
The main goal of this project is to promote awareness. If after visiting our web site, teachers become interested and try to incorporate UDL in their classrooms, I’ll feel very good about myself. I’m sure Sarah will be delighted as well.
Thank you, Hope.
You made my night. I hope there are other lurkers hanging around our very special area in cyberspace!
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