Pedagogy and Use of Apps for Early Literacy

2013 ◽  
pp. 180-195 ◽  
Author(s):  
Howard P. Parette ◽  
Craig Blum ◽  
Katie Luthin
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Instructional Strategies ◽  
21St Century ◽  
Literacy Development ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Education Professionals ◽  
Design For Learning ◽  
Integration Strategies

As early childhood education professionals increasingly integrate apps into their classroom settings to support literacy development, they are challenged to effectively connect Universal Design for Learning (UDL) principles with apps and a pedagogy that leads to outcomes. The EXPECT IT-PLAN IT-TEACH IT conceptual framework for integrating apps and other 21st Century technologies into the curriculum provides guidance for making such connections. An overview of the framework and its relationship to instructional strategies and assessment is presented, coupled with descriptions of three prominent apps having UDL features and which hold potential to support literacy development. Examples of how the apps are connected to instructional methods and integration strategies are provided.

It Takes a Team

2018 ◽  
Author(s):  
Mary Ruth Coleman ◽  
Lois Baldwin ◽  
Daphne Pereles
Keyword(s):  
Problem Solving ◽  
Instructional Strategies ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Twice Exceptional ◽  
Social And Emotional ◽  
Design For Learning ◽  
Students Success ◽  
Postsecondary Planning

Meeting the needs of students who are twice exceptional (2e), those with gifts and talents as well as areas of disabilities, can feel daunting. Responding to the complexities of strengths and challenges of 2e students requires flexibility, innovation, and most especially teamwork. This chapter explores how the needs of 2e students change across the lifespan, sharing the role of the problem-solving team from early childhood through postsecondary planning. The chapter includes (a) problem-solving guidelines that foster collaboration to address academic, social, and emotional success; (b) examples of instructional strategies using universal design for learning and differentiated instruction for pre-K though postsecondary; and (c) family partnership approaches to support the students’ success.

Universal Design for Culturally-Diverse Online Learning

2011 ◽  
pp. 239-254 ◽  
Author(s):  
Jane H. Eberle ◽  
Marcus D. Childress
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Instructional Strategies ◽  
Culturally Diverse ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Global Learning ◽  
Design For Learning ◽  
Culturally Diverse Populations

This chapter outlines a framework for designing online learning using the principles of universal design. The authors define and give practical examples of instructional design models and universal design for learning as adapted for culturally-diverse populations and global learning. Online learning in a global society presents a variety of teaching issues that must be addressed if learning is to be universal, consistent, and culturally-sensitive. Adapting principles that the Center for Assistive Special Technology has developed for learners with special needs and combining those with practical instructional design techniques and instructional strategies can ensure that diverse learners will have equal access to the learning that will take place in their online courses.

scholarly journals Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Lora Lee Smith Canter ◽  
Laura H King ◽  
Jennifer B. Williams ◽  
Debbie Metcalf ◽  
Katheryne Rhys Myrick Potts
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
21St Century ◽  
Best Practice ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Development Program ◽  
Teachers Perceptions ◽  
Design For Learning ◽  
K 12

How can education change to meet the demands of effectively educating an increasingly diverse student population with the skills, knowledge, and abilities they need to be productive and successful citizens in the 21st century? One possible solution is to create classrooms, teachers, and schools that embrace the progressive and inclusive practices espoused by Universal Design for Learning (UDL). In addition to being rooted in UDL pedagogy, classrooms designed to meet the challenge of 21st century education need to substantially integrate and utilize advances in technology. The vanguard of literature to date in UDL could be characterized as rhetorical advocacy. That is, UDL literature is in the early stages of introducing and promoting UDL pedagogy, but to date there is not a research base strong enough to establish UDL as a scientifically validated intervention (Edyburn, 2010). UDL might sound like a good idea, but until the research base turns the corner from advocating to assessing and measuring UDL outcomes, the promise of this approach will not be realized. This article describes a study exploring effects and outcomes of a professional development program on the perceptions and practice of UDL principles in K–12 public school inclusive classrooms, and could be one step toward bridging the gap from a good idea to a solidified best practice. Specifically, this study investigated a professional development program’s effect on teachers’ perceptions, conceptualizations, and implementation of UDL principles and practice in their classrooms.

Universal Design for Learning

2017 ◽  
pp. 282-310
Author(s):  
Jodi Pilgrim ◽  
A. Kris Ward
Keyword(s):  
Academic Success ◽  
Instructional Strategies ◽  
Literacy Instruction ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Classroom Design ◽  
Inclusive Curriculum ◽  
Design For Learning ◽  
Inclusive Instruction ◽  
Insight Into

An inclusive curriculum values diversity and addresses barriers to academic success. Universal Design for Learning (UDL) introduces a framework for inclusive instruction, which transforms the systems and structures in schools to help make learning more effective and efficient for all students. Because Universal Design supports the literacy component of classroom design (Rose & Meyer, 2006), this chapter provides insight into instructional strategies that reinforces these essential skills. This chapter offers the background and framework for UDL, including research-based literacy instruction which ensures materials are accessible through multiple forms of representation, expression, and engagement of information.

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