Tips for creating an inclusive mathematics classroom using universal design principles Cheryl J. McAllister Southeast Missouri State University NCTM Regional.

Tips for creating an inclusive mathematics classroom using

universal design principles

Cheryl J. McAllisterSoutheast Missouri State University

NCTM Regional ConferencePaducah, KY

October 10, 2002http://cstl-cst.semo.edu/mcallister

What is inclusion? According to Vaughn and Schumm

(1995) inclusion is “the development of a school-based education model that is student centered and that bases educational placement and service provision on each student’s needs.”

The mandate for inclusive education Federal and state laws School board policy Special interest groups (Council for

Exceptional Children) Professional organizations’ position

statements (National Council of Teachers of Mathematics, National Association for the Education of Young Children)

Federal and state law Individuals with Disabilities

Education Act (IDEA) 1997. Standardized testing required by

states for all students

NCTM(2000). Principles and standards for school mathematics, p. 12

The equity principle. Excellence in mathematics education requires equity – high expectations and strong support for all students. … Achieving this goal requires raising expectations for students’ learning, developing effective methods of supporting the learning of mathematics by all students, and providing students and teachers with the resources they need.

NCTM(2000). Principles and standards for school mathematics, p. 12 (con’t)

All students, regardless of their personal characteristics, backgrounds, or physical challenges, must have opportunities to study – and support to learn - mathematics.

NCTM(2000). Principles and standards for school mathematics, p. 12 (con’t)

Equity does not mean that every student should receive identical instruction; instead it demands that reasonable and appropriate accommodations be made as needed to promote access and attainment for all students.

NCTM(2000). Principles and standards for school mathematics, p. 12-13 (con’t)

Technology can assist in achieving equity and must be accessible to all students.

Help students explore complex problems Computer tutorials Link students in rural communities to advanced

classes Voice recognition software (More on this later)

NAEYC and NCTM (2002). Early childhood mathematics: Promoting good beginnings, a joint position statement.

“In mathematics … learners benefit from having a variety of ways to understand a given concept. Building on children’s individual strengths and learning styles makes mathematics curriculum and instruction more effective. … Even with comparable learning opportunities, some children will grasp a concept earlier and others somewhat later. Expecting and planning for such individual variations are always important.”

The reality Not enough resources Large class sizes Inadequate planning time Teachers not consulted about placement of

special needs students Teacher isolation and little support from

special education staff Inadequate training for working with

special-needs students Inadequate technology and equipment

How do we attempt to meet the mandate? Professional development to

increase regular classroom teachers’ knowledge of educating exceptional students

Careful planning and instructional design

Use technology to allow subject matter to be accessible in a variety of formats

Professional development Attend workshops and conference

sessions at professional meetings Suggest in-service workshops on including

special needs students in the regular classroom

Suggest in-service workshops on how to use technology, i.e. computers, websites

Graduate courses Personal research

Background information

What types of students are we talking about? Students for which English is a second

language Students with physical disabilities Students with learning disabilities Gifted students Students with non-traditional learning

styles Older adult students All students

Barriers to access Communication barriers:

Language disorders Speech disorders

Learning barriers: Learning disabilities Non-standard learning styles Attention disorders

Mobility barriers: Extreme physical disabilities

Barriers to access Print barriers:

Vision impairments Reading difficulties

• Beginning readers• Learning disabled students• ESL students

Aural barriers: Hearing impairments ESL students

Instructional design

Accommodation Is developed as

‘add-on’ to existing curriculum and instructional plans

More responsibility on student

Seen as additional work for the teacher

Universal design Accommodations

are built into the curriculum and instructional plans from the beginning

More responsibility on educators

Less work overall for teacher

Common accommodationsExtended time on exams and assignments

Alternative assessment

Note-takers or tape recorders

Readers or taped texts

Learning centers or resource rooms

Adapted equipment

Use of word processor for written assignments

Use of calculator for all computations

Teaching aide or peer tutor

What is universal design? First developed by by architects to

make buildings, parks, and other facilities accessible to all Curb cuts Ramps Automatic doors

Universal design concepts were adopted by educators to make learning accessible to all

What is universal design? …the design of instructional

materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember.(Bowe quoting CEC, 2000)

What is universal design? (con’t)

…achieved by means of flexible curricular materials and activities that provide alternatives for students with differing abilities. These alternatives are built into the instructional design…they are not added on after the fact. (Bowe quoting CEC, 2000)

7 principles of universal design

Equitable use Flexibility in use

Simple and intuitive use

Perceptible information

Tolerance for error Low physical effort

Size and space for approach and use

Two components of universal design

Use of technology to provide alternative

access to information to be

learned

Use of teaching methods and

activities that are adaptable and

address multiple learning styles

Key characteristics of universal design when applied to education

The needs of the entire range of learners is considered when designing curricula, materials, methods, and environments

Provides multiple representations of information

Addresses engagement by considering individual preferences whenever feasible

Offers various methods of expression

Key characteristics of universal design when applied to education

Includes strategies to engage all 3 brain systems:recognition systems, strategic systems, and affective systems

Offers an array of strategy prompts, hints, or models of expert performance to assist learners

What about assessment?

Universal design principles must also be applied to assessment strategies if a fair and equitable measure of student understanding and learning is to be determined.

Now that we know what the theory is…

The question is: how do we accomplish all this in our own classrooms?

Tips for regular classroom teachers to create an inclusive environment

Select textbooks and other materials that support and include students who have a wide range of abilities to see, hear, speak, and read.

Tips for regular classroom teachers to create an inclusive environment

Selecting mathematics textbooks Research indicates that 75% - 90% of

classroom instruction is based on textbooks and the scope and sequence is determined by the book

Only about 3% of educational materials are field-tested with students prior to being published

A marketing survey found that the most important characteristic in the sale of math textbooks was the attractiveness of the art

Tips for regular classroom teachers to create an inclusive environment

Research-based guidelines for selecting mathematics curricula for diverse learners• Emphasis on ‘big ideas’• Explicit strategies should be evident• Provide an adequate range of examples• Look for scaffolding strategies• Look for strategic integration of concepts• Build prerequisite skills before introducing new

ones• Review should be sufficient, distributed, and

cumulative

Tips for regular classroom teachers to create an inclusive environment

When using technology be sure to: Provide captions for audio

presentations Provide educationally relevant

descriptions for images and graphical layouts and videos

If possible put important course content on-line

Tips for regular classroom teachers to create an inclusive environment

Permit and encourage the use of adaptive technology Word processors Special keyboards Voice-input devices Speech software Websites and networked systems Braille printers Translation software

Tips for regular classroom teachers to create an inclusive environment

Low-tech learning aids Sticky notes Highlighter pens Calculators Digital clocks Tape recorders Carbon paper note pads Fanny packs to keep track of personal

belongings

Tips for regular classroom teachers to create an inclusive environment

When teaching provide cognitive supports for content and activities: Provide assessments for background

knowledge and skill level Summarize ‘big ideas’ Include explicit strategies to make clear

the goals and methods of instruction Provide scaffolding for learning and

generalization Build fluency through practice

Tips for regular classroom teachers to create an inclusive environment

Good teaching tips you already use Give immediate feedback, clarify

instructions, ask for questions, repeat or give additional examples

Relate new topics to already learned topics or real-life examples

Go from concrete to abstract Use peer mentoring, group discussions,

and cooperative learning situations

Tips for regular classroom teachers to create an inclusive environment

Make content personal Develop study guides Give more frequent, but shorter

exams Consider alternative assessment

methods

Tips for regular classroom teachers to create an inclusive environment

Offer multiple ways for students to interact with and respond to curricula and materials Assignments where students choose

method of learning Assignments where students choose

method of demonstrating knowledge Assignments where review material is

individualized to student’s interests or preferred learning style

Tips for regular classroom teachers to create an inclusive environment

Learn about the cultures of your students and reflect on how that will affect them

Develop a close collaboration with the special education staff

Don’t try to change everything at once

Final thoughts on universal design from Frank Bowe

“Universal design in education is based upon the premise that by preparing to meet diverse needs, we will better serve people with no special needs.” p.46

“We all need to remember that being among the ‘temporarily able-bodied’ is a short term gift.” p.47