Instructional Design for Simulations in Special Education Virtual Learning Spaces

2020 ◽  
pp. 356-369
Author(s):  
Kimberly K. Floyd ◽  
Neal Shambaugh
Keyword(s):  
Special Education ◽  
Instructional Design ◽  
Universal Design For Learning ◽  
Virtual Learning ◽  
Students With Special Needs ◽  
Decision Cycle ◽  
Design For Learning ◽  
Learner Differences ◽  
Teachers And Parents ◽  
Learning Principles

Virtual learning environments provide new teachers with experiences to apply knowledge of learner differences to semi-authentic learning situations involving students with special needs, teachers, and parents. Instructional design provides a systematic process to document instructional designs in an undergraduate special education course, which has students apply universal design for learning principles. A variation of instructional design designed for teacher education, the teacher decision cycle, documents the teaching decisions behind the use of TLE TeachLivE to provide simulated experiences in virtual learning settings, as well as supporting activity structures. Implementation guidelines are provided.

Instructional Design for Simulations in Special Education Virtual Learning Spaces

2020 ◽  
pp. 254-267
Author(s):  
Kimberly K. Floyd ◽  
Neal Shambaugh
Keyword(s):  
Special Education ◽  
Instructional Design ◽  
Universal Design For Learning ◽  
Virtual Learning ◽  
Students With Special Needs ◽  
Decision Cycle ◽  
Design For Learning ◽  
Learner Differences ◽  
Teachers And Parents ◽  
Learning Principles

Virtual learning environments provide new teachers with experiences to apply knowledge of learner differences to semi-authentic learning situations involving students with special needs, teachers, and parents. Instructional design provides a systematic process to document instructional designs in an undergraduate special education course, which has students apply universal design for learning principles. A variation of instructional design designed for teacher education, the teacher decision cycle, documents the teaching decisions behind the use of TLE TeachLivE to provide simulated experiences in virtual learning settings, as well as supporting activity structures. Implementation guidelines are provided.

Instructional Design for Simulations in Special Education Virtual Learning Spaces

2017 ◽  
pp. 202-215
Author(s):  
Kimberly K. Floyd ◽  
Neal Shambaugh
Keyword(s):  
Special Education ◽  
Instructional Design ◽  
Universal Design For Learning ◽  
Virtual Learning ◽  
Students With Special Needs ◽  
Decision Cycle ◽  
Design For Learning ◽  
Learner Differences ◽  
Teachers And Parents ◽  
Learning Principles

Virtual learning environments provide new teachers with experiences to apply knowledge of learner differences to semi-authentic learning situations involving students with special needs, teachers, and parents. Instructional design provides a systematic process to document instructional designs in an undergraduate special education course, which has students apply universal design for learning principles. A variation of instructional design designed for teacher education, the teacher decision cycle, documents the teaching decisions behind the use of TLE TeachLivE to provide simulated experiences in virtual learning settings, as well as supporting activity structures. Implementation guidelines are provided.

scholarly journals THE FUNCTIONALITY PROFILE OF CHILDREN WITH AUTISTIC SPECTRUM DISORDERS (ASD) IN THE AZORES – COMMUNICATION, LEARNING AND AUTONOMY

2020 ◽  
pp. 328-340
Author(s):  
Tânia Botelho ◽  
◽  
Ana Matos ◽  
Pilar Mota ◽  
Bárbara Romão ◽  
...  
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Autistic Spectrum Disorders ◽  
Educational Approach ◽  
Autistic Spectrum ◽  
Children With Asd ◽  
Design For Learning ◽  
Stereotyped Behaviours ◽  
Spectrum Disorders ◽  
Teachers And Parents

Autism is a disorder of the neuro-development characterized by persistent difficulties in communication, cognitive processes, social interaction and also by restrict interests and repetitive and stereotyped behaviours. Regarding to the vision of Universal Design for Learning(UDL), the educational approach should enhance not only the academic acquisitions but also the prognosis of the evolution of the clinical condition and of the functionality of children with Autistic Spectrum Disorders (ASD). Thus, it was considered important to know the perspective of educators / teachers and parents / guardians for the 121 children with ASD who participated in this study.These children, aged 3-11 years old, live in the Azores (ARA) and are enrolled in kindergarten and in primary schools.Data were collected with a questionnaire (educators/teachers) and in an interview (parents/caretakers). Results suggest that there are different perspectives between the two groups, with educators/teachers viewing the functionality profile of these children as being more aggravated. These differences are statistically significant, especially in terms of the functionalities assessed by the items of communication and learning. The analysis of these different perspectives evidences the importance of the communication between these educational providers regarding the work developed by them.

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>

scholarly journals Universal Design for Learning to Support Access to the General Education Curriculum for Students with Intellectual Disabilities

2018 ◽  
Vol 8 (2) ◽  
pp. 66 ◽  
Author(s):  
Adnan Nasser Al Hazmi ◽  
Aznan Che Ahmad
Keyword(s):  
General Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Well Being ◽  
Intellectually Disabled ◽  
Students With Special Needs ◽  
Disabled Students ◽  
Learning Abilities ◽  
General Education Curriculum ◽  
Design For Learning

The issue concerned with enhancing support to the intellectually disabled students for enabling them to access thegeneral education has gained significant importance in the recent years all over the world. The intellectually disabledstudents suffer from neurodevelopmental disorders that acts as a barrier to the normal functioning of the brain andslow down the learning abilities and proper development of an individual. The presence of intellectual disabilitiesaffects both the mental and physical well-being of the students by causing issues for them to understand, thinklogically, speak, remembering things, and find solutions to the problems. Many research studies are conducted acrossthe world for finding the ways and designing innovative models that can help in increasing the access to generaleducation for these students with special needs. The universal design for learning framework also aims at providingsupport to the intellectually disabled students for gaining access to general education by enhancing their intellectualfunctioning and ability to adapt.

scholarly journals Universal Design for Learning Principles in a Hybrid Course

SAGE Open ◽  
2013 ◽  
Vol 3 (1) ◽  
pp. 215824401348078 ◽  
Author(s):  
Rebecca Elder Hinshaw ◽  
Suad Sakalli Gumus
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Hybrid Course ◽  
Design For Learning ◽  
Learning Principles

Designing Engaging Online Environments

2018 ◽  
pp. 280-298 ◽  
Author(s):  
Aleksandra Hollingshead
Keyword(s):  
Instructional Design ◽  
Student Engagement ◽  
Universal Design ◽  
Systematic Approach ◽  
Universal Design For Learning ◽  
Learning Needs ◽  
Online Environment ◽  
Asynchronous Instruction ◽  
Diverse Backgrounds ◽  
Design For Learning

Engagement in learning is critical to students' achievement of meaningful learning outcomes. Educators often describe engagement as a multi component concept that involves emotional, cognitive, and behavioral domains. In an online environment, student engagement is challenging to achieve. Both synchronous and asynchronous instruction needs to be thoughtfully designed to engage students at a meaningful level. Moreover, within an online environment, some of the differences between the students from diverse backgrounds may be more challenging for the instructors to address and thus require an intentional and systematic approach. Universal Design for Learning (UDL) is an instructional design framework that is based on a notion that all students are varied in their learning needs and therefore instruction needs to be flexible to ensure learning of all. This chapter will examine the construct of engagement, focus on learner variability, and offer practical instructional design solutions based in the framework of UDL.

Implementing Accessible Online Learning for Blind and Visually Impaired Students

2007 ◽  
pp. 271-292
Author(s):  
Hugh O’Neill ◽  
Inmaculada Arned llo-Sanchez ◽  
Brendan Tangney
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Design Process ◽  
Visually Impaired ◽  
Universal Design For Learning ◽  
Web Content ◽  
Blind And Visually Impaired ◽  
Design For Learning ◽  
Accessibility Guidelines ◽  
Visually Impaired Students

This chapter presents a framework for the design of accessible online learning environments for blind and visually impaired students in terms of accessibility and the design process. The conjunction of the Web content Accessibility Guidelines Version 1 and the Principles of Universal Design for Learning (Centre for Applied Special Technology) into the instructional design process forms the basis of our approach. The first cycle of this iterative study implements objectivist instructional design theory to teach blind and visually impaired students how to write Web pages in HTML. For future iterations, we argue for the implementation of objectivist instructional design theories to provide clarity of structure beneficial for blind and visually impaired learners, together with constructivist notions such as a clientcentred design approach and mechanisms for interaction to promote collaborative construction of knowledge.

Sign in / Sign up

Export Citation Format

Share Document