WELCOME Special Educators. Universal Design for Learning Part I: Multiple Means of Representation (using I-Pad)

WELCOME Special Educators

Universal Design for Learning

Part I: Multiple Means of Representation

(using I-Pad)

UDL… one design can fit all when we keep the individuals in mind

“UDL applies this general idea to all learning: that curriculum from the outset should be designed to accommodate the needs of all learners.”

(Mayer and Rose 2002)

Multiple Means of:

• Representation (recognition)• Expression (strategic)• Engagement (affective)

Four critical strategies • Annotation App• Screencasting App• Audio Creation App• Video Creation AppAcross grade levels,

Across subjects,

Navigating the Glut of Apps: What matters?

The Printed Word

Students may need text…

enlargeds p a c e d

man I pu late d

visualized

spoken

AUDITORY REPRESENTATION of Visual (PRINT) Presentation

iPad includes a screen reader along withother accessibility features that make iteasier for those who have difficulty reading text.

• Voiceover, Text-to-Speech• Zoom• White on Black Invert Colors• Speak Selection• Guided Access

aka…

hearing what I see or,

“voiceover”,

“text-to-speech”

Turn on your I-Pad

Accessibility Features

Settings… General… (scroll down general ) Accessibility…

VoiceOver…one tap to selecttwo taps to activatethree finger swipe

4 Universal Apps

Annotation, Screencasting

• VoiceThread• Animoto

Audio creation, Video creation

• Socrative• Explain Everything

Voice Thread

Image , video or document

• An entire class can access• Individual logs in• Creates their own avatar• Then uses that avatar to

comment on what they are learning

Go to Voice Thread App

• Open it up• Try it out• How could you use it with

students?

Audio Note

Try this app if we have time.

It helps with note taking.

If you can not keep up with the speaker, hit the record button.

Permission necessary for students to record a teacher.

Questions and What Next

CIMP Self Review

Timeline and Corrections

The Good

We’re learning and moving forward together…

The Bad

We’d rather be doing other things… just about any other thing!

And the UGLY

She really is ugly isn’t she?

The GoodConsistent with obtaining parent information

Some reports are addressing potential bias or at least considering it

People are trying hard to keep timelines

Progress reports are being kept regularly in I-Plan

People are starting to document their communication and use of interpreters in I-Plan

The Bad

Service Grid: • Make co-teaching Direct• Can only have 1 X per line• Must enter “frequency”

Address all aspects of eligibility criteria

Address additions and modifications needed to be made to IEP

Obtain parent signature SLD

The UGLY

Every individual citation must come into compliance.

We get 60 days to revise, re-revise, etc.

Then, whatever is left is cited in a final MDE report.

Report is called a corrective action program or CAP.

We are not released ‘til 100% compliant.

CORRECTIONS

•Guidelines (see handout)•Some citations you can correct•Some you can’t•Those may be released•Or, you get a “do-over”

TEAMWORKWe will help each other out

Because it could be “us” next time

And because we can all own the success and celebrate our accomplishments

Besides, it is actually kind of fun

I said “KIND OF”

Right Holly, Trish, Kathleen and Mark?

January

Trial Review

Corrections

Review

February and March

Errors Reported to MDE

60 days for Corrections

Released or cited

April- Perpetuity•

Dance til you get it right

District MDE

What would help?