Diversity, Disability, and Addressing the Varied Needs of Learners

Universal Design ◽

Outcomes Assessment ◽

Bloom's Taxonomy ◽

Understanding By Design ◽

Educational Foundations ◽

Bloom’S Taxonomy ◽

Design For Learning ◽

Instructional Frameworks

This chapter presents a thorough examination of international and U.S. legal and educational foundations which justify instructional variation and diversification for all students, particularly for those with disabilities. With the exploration of various instructional frameworks, objective setting, methods and strategies, materials, and outcomes assessment, the reader develops an understanding of instructional diversification and why it is important for students with and without disabilities. The diverse educational approaches of differentiated instruction, multi-sensory instruction, Bloom's taxonomy of learning, understanding by design, and universal design for learning are presented and explained.

Video Projects

Enhancing Instruction with Visual Media ◽

10.4018/978-1-4666-3962-1.ch015 ◽

2013 ◽

pp. 204-220

Author(s):

Marianne Castano Bishop ◽

Jim Yocom

Keyword(s):

Student Engagement ◽

Universal Design ◽

Project Based Learning ◽

Comprehensive Approach ◽

Cognitive Domain ◽

Theoretical Frameworks ◽

Bloom’S Taxonomy ◽

Design For Learning

Video projects offer valuable opportunities for students to engage in the academic enterprise and demonstrate what they are learning. This chapter explores what will be referred to as the Helix-Flow: an amalgam synthesizing and strengthening three theoretical frameworks of instruction, including Project-based Learning, Universal Design for Learning, and Bloom’s Taxonomy of Cognitive Domain. The Helix-Flow captures the essence of these three theories and serves as a backdrop for understanding and appreciating video projects as a learning artifact. As a helix, the spirals wrap around the cylinder or cone. Each spiral represents one of the theories and the cylinder or cone represents student engagement with video projects. The spirals or theories support the cone or student engagement with video projects. Each theory or spiral has its own inherent and prescribed set of principles and guidelines. Each theory integrates with the others while keeping its own strengths, providing a comprehensive approach to instruction and student engagement. Each theory scaffolds differentiated instruction. This chapter will also examine the five Rs as guidelines for multimedia projects – Rationale, Roles, Resources, Rubric, and Readiness as well as the design of video assignments, assistance, production phases, and assessment.

Preparing Pre-Service Teachers for the Inclusive Classroom - Advances in Higher Education and Professional Development ◽

Instructional Scaffolding to Promote an Autonomous Learner

10.4018/978-1-5225-1753-5.ch004 ◽

2016 ◽

pp. 57-74

Author(s):

Jess L. Gregory

Keyword(s):

Intrinsic Motivation ◽

Universal Design ◽

Novice Teacher ◽

Instructional Scaffolding ◽

Design For Learning ◽

Autonomous Learner

An autonomous learner has developed an intrinsic motivation that drives him or her to pursue learning for the inherent satisfaction and enjoyment that stems from the acquisition of knowledge. This chapter presents strategies for teachers to develop a classroom of more autonomous learners. In addition to some strategies and sequencing of activities to maximize their impact, the chapter presents Universal Design for Learning as a framework for thinking about all teaching and ways to apply differentiated instruction to meet the needs of all learners. While there is a focus on the experience of a novice teacher, the content of this chapter is relevant for all educators looking to reinvigorate their practice to empower students to be more in command of their own learning.

Universal Design for Learning and Differentiated Instruction in Physical Education

Adapted Physical Activity Quarterly ◽

10.1123/apaq.2018-0145 ◽

2019 ◽

pp. 359-377 ◽

Cited By ~ 2

Author(s):

Mey A. van Munster ◽

Laureen J. Lieberman ◽

Michelle A. Grenier

Keyword(s):

New York ◽

Elementary School ◽

Physical Education ◽

Students With Disabilities ◽

Universal Design ◽

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.

Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction

Teaching and Teacher Education ◽

10.1016/j.tate.2021.103503 ◽

2021 ◽

Vol 107 ◽

pp. 103503

Author(s):

Júlia Griful-Freixenet ◽

Katrien Struyven ◽

Wendelien Vantieghem

Keyword(s):

Universal Design ◽

Beliefs And Practices ◽

Teachers Beliefs ◽

Design For Learning

Differentiated Instruction: Planning for Success

Teaching and Learning ◽

10.26522/tl.v5i1.302 ◽

2009 ◽

Vol 5 (1) ◽

Author(s):

Randy Hill ◽

Don Dworet

Keyword(s):

Cooperative Learning ◽

Universal Design ◽

Explicit Instruction ◽

Education For All ◽

Ministry Of Education ◽

Diverse Backgrounds ◽

Design For Learning ◽

The Individual

The make-up of classrooms across Ontario is becoming increasingly inclusive in composition. Many classrooms now include students with exceptional needs In ability and disability and students from diverse backgrounds. This article presents an outline in planning for success in Ontario schools through Differentiated Instruction. The concepts of Universal Design for Learning (UDL) and Differentiated Instruction (DI) require teachers to transform their practices from program-based pedagogy to student-based pedagogy. Curriculum tells teachers what to teach while DI tells teachers how to teach. Teachers can differentiate classroom content, process and product. Planning for DI involves an approach which respects individuals and permits students to learn and demonstrate their learning in a manner most preferable to them. Student groupings based on the Ontario Ministry of Education, 2005 document,Education for All, are examined. Instructional techniques such as cooperative learning, project-based, problem-based and explicit instruction are discussed as sound pedagogy reflecting UDL and DI. The instructional approaches and strategies described are not new to teachers. What has changed is the emphasis on strategically responding to the individual needs of students in today’s inclusive classrooms.