In a universally designed curriculum, teachers provide:
- Flexible ways of presenting lesson content which means that students have options for how they learn
- Flexible options for student engagement which means that students have choices which will engage their interest
- Flexible methods of expression, and assessment which means that students have choices for how they demonstrate their learning
How does your district address UDL and flexible strategies?
19 comments:
I have not been told, only gotten info at inservices I have chosen, I do know they are inservicing brand new teachers on this but I think current staff needs it more!
Our district has sporadic implementation of UDL and flexible strategies in teaching.
My district has chosen this same route-new teachers have taken top ranks on this subject. When will the majority of the staff receive this info or is this a secret!!!
our district is not very effectively addressing UDL. There is still a huge rift between General education and special education. They do not share their technology money and have arguments over who should pay for what. Our special education teachers are generally behind general education teachers as far as educational technology goes.
Our district focuses on integration, so the teachers use a variety of strategies to teach all learners. I don't see the technology being utilized as part of the flexible strategies used, but I'm here to learn more!
Not very well at this point. We are training in all districts now to familiarize teachers with strategies.
tech rocks
What is Glencoe? Is Personal Tutor is a part of that?
I work for an agency rather than one individual school district. I find that our education agency is investing in technology and materials to support UDL, but many of the school districts we serve are struggling to implement good UDL strategies and technologies. We have done trainings with our districts to help them understand what UDL is and why it helps students, but getting them on board with the changes that are needed is a challenge. I think part of what makes it a challenge is that teachers (both special ed and general ed) have to make curriculum adjustments so that IEP students can be included in the general education classroom and that means more work. Learning how to make flexible materials and knowing what tools to use to be most effective and efficient is a big road block right now in the districts that I work with.
Our district usually is "after the fact" and student driven technology. Some schools are using Diversified Instruction to meet individual needs within classrooms, but that is a school-by-school decision regarding how they implement that. Our district technology has not caught up with the needs for UDL.
My district has certain teachers that are very tech savvy and use differentiated instruction with students, but the students are still required to demonstrate knowledge in the trational paper/pencil methods primarily. The majority of the teachers and students are not in the 21st century.
The campus is accessible.
Teachers are using universal design through their e-boards, web pages etc.
Most classes uses white boards to display computer information.
The goal of the district is for every student to have a laptop.
Our district is just beginning the implementation of UDL. We have created a team consisting of a special education consultant, an educational technology specialist and a curriculum specialist and are supporting regular classroom teachers in designing curriculum units focusing on UDL and DI.
Currently we are hiring teachers trained in UDL where possible, training teachers who are willing to learn, working on our technology piece in each building and our WAM---far far far to go.
For the most part, the only teachers using UDL principles are those who have attended presentations/workshops that we have offered centrally. We are gradually infiltrating the curriculum departments, and are including UDL mini-presentations increasingly. We hope to make some major breakthroughs in this area this year.
We both work for projects. But one of the projects has just started a writing lab to provide support for struggling writers in a UDL way. Any student that feels like they need help can go and access the text readers, voice recognition software, and graphic organizers. It doesn't identify anyone as special ed. or general ed., but is manned by regular ed. teachers who have been trained by special ed. teachers in use of the software.
The other of us is in a state that has had a UDL Project for 4 years. Eight schools each year were selected as UDL Pilot Sites and they set up 3-year action plans to implement UDL in several regular ed. classrooms in each school. Our project has supported them by providing some technology and training throughout the 3 years. In most cases, the UDL concepts have spread to other classes in the pilot schools.
On a first come first serve basis.
No local capacity approach yet
District is using individual assistant to read to student and move highlighter window over pages as teacher reads to the classroom.
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