scholarly journals Cogenerative Dialogue: Developing Biology Learning Accommodations for Students with Disabilities

2016 ◽  
Vol 3 (1) ◽  
pp. 97
Author(s):  
Edward Lehner
Keyword(s):  
New York ◽  
Special Education ◽  
Science Education ◽  
Students With Disabilities ◽  
Science Teachers ◽  
Universal Design For Learning ◽  
Cogenerative Dialogue ◽  
Learning Space ◽  
Design For Learning ◽  
Biology Curriculum

<p><em>A prominent challenge, at times under-addressed in the science education literature, is considering what types of learning accommodations science teachers should employ for students with disabilities. Outside of science education, researchers have consistently outlined how Universal Design for Learning (UDL) is one efficient means by which to engage students with disabilities in the curriculum. This paper presents the results of a research study in which teachers employed co-generative dialogue as a learning space where UDL was used to differentiate and individualize instruction in an inclusive biology class. The data originated from a larger, ongoing, longitudinal ethnography of science learning in several New York City special education classrooms. This ethnographic work presents a case study where teachers and a student used co-generative dialogue to develop learning accommodations which conformed to the principles of UDL. This research demonstrates how co-generative dialogue can provide biology teachers and special education co-teachers with an opportunity to collaborate with students to create learning accommodations that connect to the broader biology curriculum. </em></p>

Universal Design for Learning and Differentiated Instruction in Physical Education

2019 ◽  
pp. 359-377 ◽  
Author(s):  
Mey A. van Munster ◽  
Laureen J. Lieberman ◽  
Michelle A. Grenier
Keyword(s):  
New York ◽  
Elementary School ◽  
Physical Education ◽  
Differentiated Instruction ◽  
Students With Disabilities ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Traditional Curriculum ◽  
School Students ◽  
Design For Learning

The aim of this case study was to describe the distinct approaches used by physical education (PE) teachers to accommodate students with disabilities in New York elementary school PE classes. The participants included 1 adapted PE specialist, 5 PE teachers, and 5 elementary school students with various impairments. Through thematic analysis, observations and interviews revealed 3 main approaches: (a) normalized instruction—traditional curriculum with no differentiation in the program; (b) differentiated instruction—adaptations tailored specifically to the needs of each student with disability; and (c) universally designed instruction based on the principles of Universal Design for Learning (UDL) and accessibility to all students. Differentiated instruction, entailing modifications in the program and pedagogical accommodations, was the most prevalent approach at the research site, but lessons based on UDL principles were also observed. In association, the 2 approaches (differentiated instruction and UDL) represented significant resources to accommodate students with disabilities in PE.

Digital Literacy in Special Education

2022 ◽  
pp. 524-537
Author(s):  
Patrick R. Lowenthal ◽  
Gina Persichini ◽  
Quincy Conley ◽  
Michael Humphrey ◽  
Jessica Scheufler
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Digital Literacy ◽  
Success Factors ◽  
Human Performance ◽  
Universal Design For Learning ◽  
Literacy Curriculum ◽  
Human Performance Improvement ◽  
Digital Skills ◽  
Design For Learning

Digital literacy is essential for individuals entering college and the workplace. Students with disabilities experience a greater challenge in acquiring the skills necessary to succeed. This chapter explores the disability digital divide, success factors for acquiring digital skills, and the implications of a digital literacy curriculum developed for special education classrooms in Idaho. It demonstrates how leveraging human performance improvement (HPI) models, incorporating universal design for learning (UDL) principles, and supporting classroom teachers resulted in a curriculum to help young people with disabilities to acquire the digital skills they need to be prepared for college and the workplace.

Digital Literacy in Special Education

2020 ◽  
pp. 150-163
Author(s):  
Patrick R. Lowenthal ◽  
Gina Persichini ◽  
Quincy Conley ◽  
Michael Humphrey ◽  
Jessica Scheufler
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Digital Literacy ◽  
Success Factors ◽  
Human Performance ◽  
Universal Design For Learning ◽  
Literacy Curriculum ◽  
Human Performance Improvement ◽  
Digital Skills ◽  
Design For Learning

Digital literacy is essential for individuals entering college and the workplace. Students with disabilities experience a greater challenge in acquiring the skills necessary to succeed. This chapter explores the disability digital divide, success factors for acquiring digital skills, and the implications of a digital literacy curriculum developed for special education classrooms in Idaho. It demonstrates how leveraging human performance improvement (HPI) models, incorporating universal design for learning (UDL) principles, and supporting classroom teachers resulted in a curriculum to help young people with disabilities to acquire the digital skills they need to be prepared for college and the workplace.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

Universal Design for Learning

2021 ◽  
pp. 002205742110319
Author(s):  
Sandra Levey
Keyword(s):  
Second Language ◽  
Students With Disabilities ◽  
Language Learners ◽  
Visual Information ◽  
Universal Design ◽  
Second Language Learners ◽  
Universal Design For Learning ◽  
Design Learning ◽  
The World ◽  
Design For Learning

This review presents the Universal Design Learning (UDL) approach to education. Classrooms have become increasingly diverse, with second language learners, students with disabilities, and students with differences in their perception and understanding information. Some students learn best through listening, while others learn best when presented with visual information. Given the increased number of new language learners across the world, the UDL approach allows successful learning for all students. UDL has allowed students to acquire information more effectively. UDL provides guidance to educators that is especially valuable for the diversity of classrooms and the diversity in modalities in learning,

scholarly journals Reimagining Disability and Inclusive Education Through Universal Design for Learning

2017 ◽  
Vol 37 (2) ◽  
Author(s):  
Jan Doolittle Wilson
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
White Male ◽  
Instructional Materials ◽  
Learning Goals ◽  
Regular Classroom ◽  
Wide Range ◽  
Design For Learning

In 1975, Congress enacted a law eventually known as the Individuals with Disabilities Education Act (IDEA), which ensures that children with disabilities receive a free, appropriate, public education. Since then, scholarly and popular debates about the effectiveness of inclusive education have proliferated and typically focus on the ability or inability of students with disabilities to succeed in so-called regular classrooms. These debates reflect widespread assumptions that the regular classroom is rightly the province of nondisabled students and a neutral, value-free space that students with disabilities invade and disrupt via their very presence and their costly needs for adaptation. But as many scholars in the field of Disability Studies in Education (DSE) have argued, these discussions often fail to recognize that the space of the regular classroom, far from neutral, is constructed for a nondisabled, neurotypical, white, male, middle-class "norm" that neither reflects nor accommodates the wide range of diverse learners within it, regardless of whether these learners have been diagnosed with a disability. A DSE perspective sees the educational environment, not students with disabilities, as the "problem" and calls for a Universal Design for Learning approach to education, or the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities and backgrounds. Agreeing with this DSE perspective, this article uses an autoethnographic approach to reexamine inclusive education and to consider how university classrooms, pedagogy, and curricular materials can be improved in order to accommodate all students, not just those with disabilities. Ultimately, the article argues that Universal Design for Learning has the potential to radically transform the meaning of inclusive education and the very concept of disability.

Using the SAMR and UDL Models to Differentiate Online Instruction

2020 ◽  
pp. 141-157
Author(s):  
Joanne Caniglia ◽  
Michelle Meadows
Keyword(s):  
Online Learning ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Interactive Software ◽  
Review Of The Literature ◽  
Online Learning Environments ◽  
Inclusive Learning ◽  
Design For Learning

The purpose of this chapter is to discuss two frameworks that are useful for integrating and differentiating technology within online learning environments for students with disabilities: Universal Design for Learning (UDL) and the Substitution, Augmentation, Modification, Redefinition Model (SAMR). Following a review of the literature of each framework, the interactive software program, Desmos®, will be used to demonstrate how to integrate these two models. Finally, the authors make recommendations that will support all students to benefit from an online environment and engage in inclusive learning experiences.

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