Universal Design and Multiple Literacies: Creating Access and Ownership for Students Martha G. Michael Beverly J. Trezek
Universal Design and Multiple Literacies: Creating Access and Ownership for Students
Martha G. Michael
Beverly J. Trezek
Teacher preparation is necessary so that they have the ability to not only ensure equal access to academic content but also equal opportunity for performance of higher order thought.
Approximately half of all students 6-21 with documented disabilities spend 80% or more of the school day in the general education classroom.
Equitable classroom- teachers and students regard one another as capable of learning both basic and high-level concepts, and there is equal access to tasks demanding higher order thinking.
Differentiating access and performance =
educational justice for all students
If we want all our students to be able to participate in all aspects of society, why are some-in fact, why are ANY students-left out of the general educational vision of literacy we hold as fundamental to human success and progress?
How can we support all students by augmenting difficult and complex textual materials?
How can we provide an environment conducive to the development of metacognition that is not restrictive?
How can we differentiate content for students with limited script literacy proficiency so that the development of literate thought is not diminished for them?
How can we provide creative and multiple pathway options for access and for expression of knowledge for all students, thus empowering them to become active in acquisition and metacognitive application?
Suggestion that teacher differentiate in broader terms and then provide a variety of options within each lesson for students to access and use complex content in multidemensional literate ways.
Interdisciplinary cooperative and authentic projects and inquiry-based units.
Shift from standardized traditional teaching focused on script literacy to teaching that focuses on multiple literacies.
Provide equal access to complex curriculum
Through curriculum planning and the use of authentic and relevant learning situations, general and special educators can collaboratively develop instructional methodologies using knowledge gained from assessment and student involvement, to structure opportunities for the access and ownership of multifaceted material, ultimately leading to educational justice for all students, including those with disabilities.
Nontechnologically Based Strategies
Universal design techniques do not necessarily need to rely on technology in order to be successful
graphic texts, reciprocal teaching, experiential learning- kinesthetic, tactile
create a video instead of present orally
verbal or visual representation instead of written expression
REPRESENTATION, EXPRESSION, ENGAGEMENT
choice in how students learn, how they share what they have learned, how they are assessed
UD- application of architectural concept of planning space and creating products with ALL persons in mind, rather than adapting to personal needs and strengths after the fact.
Level the playing field in the beginning, so that in the end there is equitable learning.
Universal Design and Differentiating Access
Struggles to express knowledge through writing
Provide equal access to the curriculum and instructional goals
multiple intelligences + varying cognitive, physical, sensory, motivational, cultural, gender and language ability levels
Technologically Based Strategies and Methods
audio, video, ASL, digital camera,web pages, pod casts, Smart Boards, virtual field trips, translation services, wireless communication technologies, enlarged print systems, talking word processors
Dragon Speaking, Co: Writer, The Kurzweil 3000, Clicker 5, ClozePro, Inspiration