TLNT-Chapter-10
Promoting success for ALL students through technology is an interesting chapter which speaks about differentiated instruction (DI) and Universal Design for Learning (UDL). Looking at UDL, students are offered instruction with multiple means of representation, expression and engagement. The goal of UDL is to provide access for all students with disabilities and individualized options for all. An example given is how a teacher uses PowerPoint to display vocabulary words and the definitions on the smart board so hearing impaired students can read the information while whole class engage in conversations. Any other printed materials can also be transformed to digital screens with speech, sounds and pictures. What a great way to modify materials so students feel included.
TLBG-Chapter-3-Strategy 12 & 15
Strategy #12
Supporting students with special needs is broken down to two strategies: accommodations and modifications. When looking at accommodations this offers information to students without altering the difficulty level or expectations of the student. The students IEP/504 team makes the accommodations for instruction and assessments. Once this has been determined this should be used consistently. When looking at modifications, this means the amount of material to be acquired and the level of difficulty is modified. The presentation of material is also changed and how testing is administered. There is a different standard created for the child based on the disability.
Strategy #15
Accessible Educational Materials (AEM)
Assistive Technology, UDL and Instructional Technology are all related as teachers use to create a better learning environment for students. When using any sort of technology for any student with a disability a teacher may use all, one or two of these technologies to support their students.
Promoting success for ALL students through technology is an interesting chapter which speaks about differentiated instruction (DI) and Universal Design for Learning (UDL). Looking at UDL, students are offered instruction with multiple means of representation, expression and engagement. The goal of UDL is to provide access for all students with disabilities and individualized options for all. An example given is how a teacher uses PowerPoint to display vocabulary words and the definitions on the smart board so hearing impaired students can read the information while whole class engage in conversations. Any other printed materials can also be transformed to digital screens with speech, sounds and pictures. What a great way to modify materials so students feel included.
TLBG-Chapter-3-Strategy 12 & 15
Strategy #12
Supporting students with special needs is broken down to two strategies: accommodations and modifications. When looking at accommodations this offers information to students without altering the difficulty level or expectations of the student. The students IEP/504 team makes the accommodations for instruction and assessments. Once this has been determined this should be used consistently. When looking at modifications, this means the amount of material to be acquired and the level of difficulty is modified. The presentation of material is also changed and how testing is administered. There is a different standard created for the child based on the disability.
Strategy #15
Accessible Educational Materials (AEM)
Assistive Technology, UDL and Instructional Technology are all related as teachers use to create a better learning environment for students. When using any sort of technology for any student with a disability a teacher may use all, one or two of these technologies to support their students.
As a new teacher, I often find it difficult to think of ways to differentiate instruction and provide UDL. This chapter in TNLT and the examples you included helped me see the ways I could use UDL in my classroom! Great reflection :)
ReplyDeleteI found the part about accommodations and modifications to be extremely interesting. Depending on the student, the teacher needs to assess what method will work.
ReplyDeleteHey Kristine,
ReplyDeleteI really appreciate you making the distinction between accommodations and modifications. I feel that often times, parents of students without disabilities tend to feel that the students with disabilities are entitled to special privileges that give them the upper hand when taking assessments. However, what these parents need to understand is that many times, students with disabilities are not given "special privileges", but rather receive certain accommodations which are merely designed to help level the playing field between them and the gen ed population.