...What is Universal Design: According to the USA Centre for Excellence in Universal Design, Universal Design is defined as it ‘creates products, systems, and environments to be as usable as possible by as many people as possible regardless of age, ability or situation’ [Inclusive Design & Environmental Access (IDeA, 2016). Thus, generating a better quality of life for all users in society and at the same time ‘improving human performance, health and wellness, and social participation’ [Steinfeld & Maisel, 2012, p.29]. Furthermore, Universal Design lessens the possible stigma sometimes associated with these accessible features and can benefit all aspects of society. Introduction: The following case study was based on an appraisal of a Banana...
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...classroom instruction and management. When implementing different frameworks, it is imperative to understand the role of each concept and how it can be used successfully to support students with learning disabilities. Differentiated Instruction can be provided through Response to Intervention (RTI), the Universal Design for Learning (UDL), and Technology in the Classroom, which are all well-known frameworks or strategies when discussing the teaching of students with disabilities. This paper will discuss each framework and its use within the classroom. Terminology Research Project Teaching students with learning disabilities presents difficulties for teachers utilizing traditional teaching strategies. “As every veteran teacher realizes, students with learning disabilities and other learning disorders may be less engaged in the learning task, unable to cope with multiple instructions, and poorly organized in their thinking and work habits when compared with students without disabilities.” (Bender, 2012, p.1) With this in mind, experts in the field have, over the course of time, developed several frameworks to support students with learning disabilities in the classroom. These frameworks of differentiated instruction, The Universal Design for Learning (UDL), Response to Intervention (RTI), and the use of technology in the classroom, uphold the notion that students with learning disabilities are in fact capable of learning through alternative methods of instruction. Differentiated...
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...I also noticed that students who were previously lethargic would sit up and take notice when asked to work as a team to accomplish several tasks in a timely manner. Being that the stations were fast moving and usually produced a product, the upper level students seemingly enjoyed the fast pace and high interest of station work. Another significant thing was the design of the learning created a culture in which expert learning was viewed as an on-going process, not a destination. As far as the evidence of learning is concerned, the students demonstrated the following: writing, drawing, acting out, collaborative learning, personalized learning, and participated in a mini-Socratic seminar. As the teacher, I demonstrated the following: modeling, used a timer, reminded students to dig into the text, and redirected students as they worked to find evidence. When I provided feedback to students about their progress toward the learning goals, qualifiers such as “Met,” “Partially Met,” and “Not Met” were used. As a result of using the Universal Design for Learning approaches, all of the instructional design and implementation goals were...
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...reservations to auto repair diagnosis, from government services databases to manufacturing and production systems that are used by the likes of Pepsi, Kellogg’s and Kraft Foods-everywhere we witness the elegance, complexity and effectiveness possible only with the help of computers. These systems operate using the Von Neumann Architecture. The Von Neumann Architecture and Importance The von Neumann architecture is a design model for a stored-program digital computer that uses a processing unit and a single separate storage structure to hold both instructions and data. The instructions are executed sequentially which is a slow process. One shared memory for instructions and data with one data bus and one address bus between processor and memory. Commands and data have to be fetched in sequential order (known as the Von Neumann Bottleneck), limiting the operation bandwidth. Its design is simpler than that of the Harvard architecture. It is mostly used to interface to external memory. Neumann architecture computers are called control flow computers because instructions are executed sequentially as controlled by a program counter. To increase the speed, parallel processing of computers have been developed in which serial CPU’s are connected in parallel to solve a problem. Even in parallel computers, the rudimentary structure blocks are Neumann processors. It is named after mathematician and...
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...because of its success, its use has been expanding since 2004. The RTI process is so successful because of the simplicity, its inherent coordinated organizational structure and the common sense that it allows in addressing underperformance. There are 5 elements of an RTI framework. First there is the prevention and intervention tier. Every student is different and therefore there are three tiers available for those with and without disabilities. The first tier is a high-quality, universal general education program that uses good teachers to teach in general classrooms. Interventions take place when students do not meet the requirements and/or expected growth. These underperforming students receive supplemental tier 2 instruction. Tier 2 is considered the extra help tier and includes assistance such as tutoring in cooperation with the general education teacher. When students do not respond to the tier 2 assistance, a highly intensive intervention takes place, and the student receives additional instruction, which is usually provided by special education teachers. The main advantage of the tier...
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...1. Peer play interactions and learning for low-income preschool children: The moderating role of classroom quality. (http://dx.doi.org.lib-proxy.fullerton.edu/10.1080/10409289.2014.864214) Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed. 2. The added value of the school of the 21st Century when combined with a statewide preschool program (http://dx.doi.org.lib-proxy.fullerton...
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...Resources for Technology to Differentiate Instruction Reaching and Engaging All Learners through Technology April 2013 Resources for Technology to Differentiate Instruction Technology is a practical, cost effective and flexible way to differentiate instruction. With digital media and electronic tools, teachers are easily able to adapt all aspects of the curriculum for students. They can represent information in multiple formats and media, provide multiple pathways for the learning process and means of expressing knowledge, and provide multiple ways to engage students’ interest and motivation; the three principles of Universal Design for Learning (CAST, 2002–2013). Within each of those three areas, technology can assist in customizing learning to fit students’ needs. A website created by WestEd, http://www.wested.org/cs/tdl/print/docs/tdl/home.htm, provides examples of technology to reach many of the needs students may have. The site was created to help teachers utilize technology they already have and suggest links to additional web resources which are available. It is a great portal; from this site are links to many sites with resources, suggestions, and links to even other sites. For each technology, it gives suggestions regarding how and for whom it might be used in the classroom. The technologies addressed are: digital text, audio, digital enhancement, software, visual, curricular supports, and targeted populations. The information under curricular...
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...Developing Curriculum Design To Buy This material Click below link http://www.uoptutors.com/ese-633-ash/ese-633-week-2-assignment-developing-curriculum-design In this assignment you will demonstrate your understanding of the following learning objective: • Identify the various roles of team members in providing academic support in an inclusive environment. The assignment represents your mastery of the Course Learning Outcome 4. Murawski and Spencer (2011) define inclusion as “an academic setting that provides support and service in the general education classroom so that students with a disability have equitable access to the same curriculum as their peers” (p. 19). Inclusion can consist of one class period up to a full day (i.e., “full inclusion”). Regardless of the time spent within the general education classroom, the overarching theme of inclusive education is collaboration between the general educator, the special educator, service providers, and paraprofessionals/instructional assistants to provide meaningful and engaging curriculum for all students. Strategies for creating materials and providing instructional delivery vary depending on your role in the collaborative education team. One method for developing and teaching lessons is through Universal Design for Learning (UDL), which is used “to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start” (National Center on Universal Design for Learning...
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...Universal Design for Learning, UDL, was “formulated by Ron Mace at North Carolina State University.” (www.cast.org) UDL’s were created so that they could be utilized by a wide variety of users including those with disabilities without changes needing to be made. Universal design was originally meant for architecture to make buildings accessible for all. This concept was utilized for learning in two different ways. First, it was applied to flexibility in regards to curriculum in education. Second, the idea was to improve the access to learning and information in the classroom. During the early 1990s CAST worked with school to adapted different types of learning materials so that students with disabilities could easily access them. Different methods such as multimedia materials were used that included built-in options to make them more flexible. This program is now called WiggleWorks. WiggleWork is available on CD-ROM and is able to be used by all types of student’s not just students with learning disabilities. The principles of UDL were created based on the fact that no two students are alike. As an educator the goal should be to provide students with a learning environment that supports students while challenging them. At the same time it is an educator’s job to minimize barriers that can keep students from learning. The first principle is to “support recognition learning, provide multiple, flexible methods of presentation.” The second principle is to “support...
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...students navigate non-fiction text in all classes. The 2007 and 2008 Maine Educational Assessment (MEA) results showed steady growth in the area of literacy. When the results were released in 2009 only 4% of eighth grade students did not meet literacy standards with 81% meeting and an unprecedented 18% exceeding the standards. The data from the 2009 NECAP showed only 42% of Mountain Valley Middle School students were achieving at the proficient benchmark in math. The NECAP data also indicated students were not adequately responding to constructed response questions. It was decided for the 2010-11 school year that dedicated research and implementation of strategies and instructional methods would be put into place to drive toward better instruction in mathematics. Students would also be taught tools to better navigate short answer and constructed response questions. The RTI initiative was viewed as a good place to start making pedagogical changes to the school environment to make the necessary changes that would allow students to be more successful in their learning endeavors. School Profile Mountain Valley Middle School (MVMS) is located in the town of Mexico, Maine. It is part of the Region School Unit #10 (RSU10) based in Dixfield, Maine. It services students in sixth through eighth grade from the River Valley region of Oxford County, including the towns of Mexico, Rumford, Roxbury, Hanover and Byron. The River Valley region is rural and boasts four season recreational activities...
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...Educational Philosophy Southern New Hampshire University “A teacher affects eternity: he can never tell where his influence stops,” a quote from Marcus Tullius Cicero. I believe that my role as an educator will forever affect the students that I will encounter. To me my role is more than being a teacher; I play an intricate part in how children perceive education. For the year that I teach those students it will be my actions that will entice children to want to be in school and learn. I will be in the position not only in educating them, but to get to know them as individuals. I believe that by assessing each student for their individual qualities I will be able to provide differentiated instructions to connect with each student. My direction in education is to teach middle school science. I chose the subject of science because I feel that this subject can be difficult to understand and overwhelming. I know for me, I had to work hard to learn and understand certain topics in science. But because of my teachers and the way they taught; I began to love science. That is what inspired me to want to become a science teacher. I look forward to creating a curriculum that will challenge students to apply concepts and analyze results. I want to witness children not only learning, but becoming involved in their education. I see myself as a teacher following several theories immersed in education. One theory I accept as a true concept is the constructivism theory...
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... Abstract Throughout the years, educators and administrators have embraced the Universal Design for Learning (UDL) and Response to Intervention (RTI). These two methods, when coupled together, complement one another because they both are a usable tool that captures all students’ progress whether they are a struggler or not. However, it has been founded that RTI combines both intervention and assessments to create a prevention process that could possibly enhance students’ growth and decrease any behavioral problems. Responses to Intervention have been proven to be a positive resource when working along with any technological tools or resources, which students have accessible to them in the classroom. Introduction The earlier the intervention the greater the chance a struggling child will have of overcoming any learning challenges he may encounter. All students should have the opportunity to excel within the classroom. When implemented, Response to intervention (RTI) can decrease some of the barriers that may be obstacles for some children. The paper will outline findings about RTI, how it supports assistive technology, and the outcome when RTI is not utilized in the learning environment. Summary of RTI Findings Response to intervention has been around for quite a while. Its purpose is to offer a high level of pertinent instruction based on a child’s needs. Response to intervention will do this by having the educators use data...
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...TIFFANY SEACE 10/07/14 EDU 737 Assignment 5C 1. • “Differentiated instruction is not about adjusting your teaching to meet the needs of children receiving special education. It’s about meeting the needs of everyone in your class- regardless of their individual situation.” i. This idea was also seen in the UDL video. The idea is to adapt the curriculum instruction to the needs of the class, rather than the other way around. This allows every student to access information, become engaged, and be challenged appropriately. It is important to push those who are talented or gifted, or continue to push those who understand certain topics already, as well as be nurturing to those who are struggling or have specific disabilities. In order to have a classroom that meets this standard, I will be sure to learn as much as I can about the students (from the students themselves) in the beginning of the school year. • “Differentiated instruction is about giving students multiple options for taking in information and making sense of ideas.” i. All students learn differently. Even those who seem to pick up information quickly, or paced with the curriculum, obtain information in different ways from each other. In order to nurture these different ways of obtaining skills and information, we need to give students different ways to explore what we are teaching. In my classroom, I would give the instruction of the ideas, but then allow practice of skills, or exploration of information...
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...had its beginning with a 19th century English mathematics professor name Charles Babbage. He designed the Analytical Engine and it was this design that the basic framework of the computers of today are based on. Generally speaking, computers can be classified into three generations. Each generation lasted for a certain period of time,and each gave us either a new and improved computer or an improvement to the existing computer. First generation: 1937 – 1946 - In 1937 the first electronic digital computer was built by Dr. John V. Atanasoff and Clifford Berry. It was called the Atanasoff-Berry Computer (ABC). In 1943 an electronic computer name the Colossus was built for the military. Other developments continued until in 1946 the first general– purpose digital computer, the Electronic Numerical Integrator and Computer (ENIAC) was built. It is said that this computer weighed 30 tons, and had 18,000 vacuum tubes which was used for processing. When this computer was turned on for the first time lights dim in sections of Philadelphia. Computers of this generation could only perform single task, and they had no operating system. Second generation: 1947 – 1962 - This generation of computers used transistors instead of vacuum tubes which were more reliable. In 1951 the first computer for commercial use was introduced to the public; the Universal Automatic Computer (UNIVAC 1). In 1953 the International Business Machine (IBM) 650 and 700 series computers made their mark in the computer...
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...Reading Response #1 1) Discuss any two of the animal communication systems mentioned in the Kemp & Smith chapter. For each, provide examples of two design features, discussed and described in the Ohio State chapter that the systems either do or do not exhibit. Be explicit about how these systems illustrate these features. In 1944, von Frisch began exploring an insect communication system called, “the dance of the honeybee”. Bees does the “waggle dance” to communicate the source of food to rest of the hive and to convey how far the food source is from the hive. This insect communication system definitely exhibits interchangeability and discreteness. The honeybees exhibit the feature of interchangeability because each bee can both send messages and comprehend the messages of the other bees. The bees send messages of where the food source is by dancing and the other comprehend the messages of the dancing bees to understand the location of a rich food source. Obviously, they have the ability to both send and receive messages. The honeybees also exhibit the feature of discreteness. The waggle dance of the honeybees itself is a large, complex message and it can be broken down into smaller, discrete components. For example, this dance not only conveys where the food source is, it can be broken down into different dances to convey different messages (its richness and type of food available) to the rest of the hive. Not all honeybees use the exact same set of dance to communicate; different...
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