TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Techno... more TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Technology, Universal Design for Learning (UDL), and Self-Regulated Strategy Development (SRSD) to help students develop expository writing skills in science. This developmental study examined the effect of the TAS intervention with two groups of culturally and linguistically diverse middle school students. Forty-six students in two classrooms that included general and special education students participated in a 12-week intervention during which they wrote multiple science reports. Students used the multimodal features of a productivity software (PowerPoint) to organize pictures and headings, take notes on a cognitive map, type in text, and record their voices narrating what they had written. This mixed methods study utilized pre-post tests and curriculum-based measures to examine quantitative changes. Qualitative measures included surveys and focus groups. Pre-post test results showed that students scored significantly higher on two Woodcock Johnson III subtests (Writing Fluency and Writing Samples) though no significant change was noted on the Editing subtest. Teachers rated the intervention as relevant, useful, and high quality; they reported continued use of the same protocol at a 1-year follow-up. If you are enjoying reading this article, please consider subscribing to RSEQ or joining ACRES at http://acres-sped.org.
Students with emotional and behavioral disorders (EBD) have unique academic and behavioral needs ... more Students with emotional and behavioral disorders (EBD) have unique academic and behavioral needs that require the use of evidence-based practices. One way that teachers can support students with EBD is by individualizing interventions, such as self-monitoring, while maintaining a high level of fidelity. In this article, the authors describe how the Universal Design for Learning framework can be used to design individualized self-monitoring interventions for students with EBD while still maintaining core components of the intervention.
Journal of Intellectual and Developmental Disability, 2017
As an instructional design framework that can be used to design curriculum for students with and ... more As an instructional design framework that can be used to design curriculum for students with and without disabilities, Universal Design for Learning (UDL) has the potential to support meaningful inclusion of students with intellectual disability (ID) in general educational settings. This article presents an overview of the existing set of research studies on UDL application for students with ID in PreK-12 settings. The current body of research illustrates that UDL is being applied to instructional activities for students with ID to examine a variety of interventions (e.g., adapted stories for individual students, inclusive general education curriculum) and outcomes (e.g., interaction, perceptions, knowledge gains) in self-contained and general educational settings. It also identifies important questions for consideration in future research as the field seeks to determine how UDL guidelines can be applied to curriculum, used with evidence-based and effective practices, and used to support schoolwide initiatives inclusive of students with ID.
Some researchers have characterized Universal Design for Learning (UDL) as a promising framework ... more Some researchers have characterized Universal Design for Learning (UDL) as a promising framework to provide diverse students with access to the general education curriculum, but to what extent and how have UDL- based interventions fulfilled that promise? The purpose of this review was to analyze studies that investigated impacts of UDL-based instruction on academic and social outcomes for pre-K to grade 12 students. For the 13 studies that qualified for our review, we analyzed how researchers applied UDL principles as well as outcomes and efficacy of UDL-based interventions. Results of this analysis suggest that overall, UDL-based instruction has the potential to increase engagement and access to general education curricu- lum for students with disabilities, and improve students’ academic and social outcomes. However, we found mixed results; the efficacy of UDL- based interventions varied considerably within and across many studies, with effect sizes ranging from small to large. In addition, we found that although authors noted that their interventions were UDL-based, there was considerable variance in how authors reported connections between spe- cific UDL guidelines and components of their interventions.
Secondary students with learning disabilities (LD) can benefit from using assistive and instructi... more Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety of features that teachers and students can use as a support for note taking, content review and test preparation, formative assessment, testing accommodations and as a math calculator for secondary students with LD. This article describes several ways that teachers can integrate digital pens to support secondary students with LD and discusses potential benefits and challenges regarding the use of these pens.
When students are described as English language learners (ELLs), we immediately think of them in ... more When students are described as English language learners (ELLs), we immediately think of them in terms of their language learning needs. However, this label can deceptively obscure other key attributes of culturally and linguistically diverse students that significantly affect how they develop language, learn academic content, and experience school. There is significant variability amongst ELLs in relation to their individual backgrounds and experiences. For example, the ear learning of many long-term ELLs (Callahan, 2005) results in a need for more connections between the spoken and written language. This is in contrast to different language learning needs that international students and more recently immigrated students and students with limited formal education (SLIFE) have (DeCapua & Marshall, 2010). SLIFE and many recent immigrants, however, also face their own distinct challenges of limited first language proficiency and the potential
The Universal Design for Learning (UDL) framework can be used to proactively design lessons that ... more The Universal Design for Learning (UDL) framework can be used to proactively design lessons that address learner variability. Using UDL guidelines, teachers can integrate flexible options and supports that ensure that standards-based lessons are accessible to a range of learners in their classrooms. This article presents a process that teachers can use as they develop standards-based lesson plans. By “unwrapping” academic standards and applying UDL during the lesson planning process, teachers can identify clear goals aligned with an academic standard and develop flexible methods, assessments, and materials that address the needs and preferences of varied learners. General educators and special educators can use this process to develop inclusive lesson plans that address all learners, with and without disabilities.
This article describes participants' experiences in a distance learning course that used sync... more This article describes participants' experiences in a distance learning course that used synchronous technology to create a virtual class environment to train teachers in the northern Pacific region known as Micronesia. While institutions of higher education and educational leaders in Micronesia have expressed enthusiasm for distance learning courses as a vehicle to train future educators in the islands, there is
... 42 SKOUGE, BRIDENBAUGH, LAMBRECHT, AND RAO free of charge. ... Mua could speak Samoan when re... more ... 42 SKOUGE, BRIDENBAUGH, LAMBRECHT, AND RAO free of charge. ... Mua could speak Samoan when required, and could phone for technical help when faced with technical difficulties. Video teleconferencing, by the way, is different from “studio-based” television production. ...
Http Dx Doi Org 10 1080 02680513 2014 991300, Jan 6, 2015
ABSTRACT Universal design (UD) educational frameworks provide useful guidelines for designing acc... more ABSTRACT Universal design (UD) educational frameworks provide useful guidelines for designing accessible learning environments with the intention of supporting students with and without disabilities. This article describes how one university instructor defined and applied the principles of Universal Instructional Design (UID) to pedagogy, while designing three online courses. The paper presents the course design process, detailing how UD principles can be operationalised to increase ‘cognitive access’ through a variety of pedagogical practices. The paper illustrates ways in which instructors can consider UID during the five phases of instructional design (analysis, design, development, implementation and evaluation). The courses highlighted in this study incorporated varied assignment formats, flexible options, a highly structured format and regular interactions with peers and instructors. Results of the study show that students valued the organisation, instructor interaction and flexible options provided. Implications for practice are presented for instructors seeking to design inclusive course environments.
TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Techno... more TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Technology, Universal Design for Learning (UDL), and Self-Regulated Strategy Development (SRSD) to help students develop expository writing skills in science. This developmental study examined the effect of the TAS intervention with two groups of culturally and linguistically diverse middle school students. Forty-six students in two classrooms that included general and special education students participated in a 12-week intervention during which they wrote multiple science reports. Students used the multimodal features of a productivity software (PowerPoint) to organize pictures and headings, take notes on a cognitive map, type in text, and record their voices narrating what they had written. This mixed methods study utilized pre-post tests and curriculum-based measures to examine quantitative changes. Qualitative measures included surveys and focus groups. Pre-post test results showed that students scored significantly higher on two Woodcock Johnson III subtests (Writing Fluency and Writing Samples) though no significant change was noted on the Editing subtest. Teachers rated the intervention as relevant, useful, and high quality; they reported continued use of the same protocol at a 1-year follow-up. If you are enjoying reading this article, please consider subscribing to RSEQ or joining ACRES at http://acres-sped.org.
Students with emotional and behavioral disorders (EBD) have unique academic and behavioral needs ... more Students with emotional and behavioral disorders (EBD) have unique academic and behavioral needs that require the use of evidence-based practices. One way that teachers can support students with EBD is by individualizing interventions, such as self-monitoring, while maintaining a high level of fidelity. In this article, the authors describe how the Universal Design for Learning framework can be used to design individualized self-monitoring interventions for students with EBD while still maintaining core components of the intervention.
Journal of Intellectual and Developmental Disability, 2017
As an instructional design framework that can be used to design curriculum for students with and ... more As an instructional design framework that can be used to design curriculum for students with and without disabilities, Universal Design for Learning (UDL) has the potential to support meaningful inclusion of students with intellectual disability (ID) in general educational settings. This article presents an overview of the existing set of research studies on UDL application for students with ID in PreK-12 settings. The current body of research illustrates that UDL is being applied to instructional activities for students with ID to examine a variety of interventions (e.g., adapted stories for individual students, inclusive general education curriculum) and outcomes (e.g., interaction, perceptions, knowledge gains) in self-contained and general educational settings. It also identifies important questions for consideration in future research as the field seeks to determine how UDL guidelines can be applied to curriculum, used with evidence-based and effective practices, and used to support schoolwide initiatives inclusive of students with ID.
Some researchers have characterized Universal Design for Learning (UDL) as a promising framework ... more Some researchers have characterized Universal Design for Learning (UDL) as a promising framework to provide diverse students with access to the general education curriculum, but to what extent and how have UDL- based interventions fulfilled that promise? The purpose of this review was to analyze studies that investigated impacts of UDL-based instruction on academic and social outcomes for pre-K to grade 12 students. For the 13 studies that qualified for our review, we analyzed how researchers applied UDL principles as well as outcomes and efficacy of UDL-based interventions. Results of this analysis suggest that overall, UDL-based instruction has the potential to increase engagement and access to general education curricu- lum for students with disabilities, and improve students’ academic and social outcomes. However, we found mixed results; the efficacy of UDL- based interventions varied considerably within and across many studies, with effect sizes ranging from small to large. In addition, we found that although authors noted that their interventions were UDL-based, there was considerable variance in how authors reported connections between spe- cific UDL guidelines and components of their interventions.
Secondary students with learning disabilities (LD) can benefit from using assistive and instructi... more Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety of features that teachers and students can use as a support for note taking, content review and test preparation, formative assessment, testing accommodations and as a math calculator for secondary students with LD. This article describes several ways that teachers can integrate digital pens to support secondary students with LD and discusses potential benefits and challenges regarding the use of these pens.
When students are described as English language learners (ELLs), we immediately think of them in ... more When students are described as English language learners (ELLs), we immediately think of them in terms of their language learning needs. However, this label can deceptively obscure other key attributes of culturally and linguistically diverse students that significantly affect how they develop language, learn academic content, and experience school. There is significant variability amongst ELLs in relation to their individual backgrounds and experiences. For example, the ear learning of many long-term ELLs (Callahan, 2005) results in a need for more connections between the spoken and written language. This is in contrast to different language learning needs that international students and more recently immigrated students and students with limited formal education (SLIFE) have (DeCapua & Marshall, 2010). SLIFE and many recent immigrants, however, also face their own distinct challenges of limited first language proficiency and the potential
The Universal Design for Learning (UDL) framework can be used to proactively design lessons that ... more The Universal Design for Learning (UDL) framework can be used to proactively design lessons that address learner variability. Using UDL guidelines, teachers can integrate flexible options and supports that ensure that standards-based lessons are accessible to a range of learners in their classrooms. This article presents a process that teachers can use as they develop standards-based lesson plans. By “unwrapping” academic standards and applying UDL during the lesson planning process, teachers can identify clear goals aligned with an academic standard and develop flexible methods, assessments, and materials that address the needs and preferences of varied learners. General educators and special educators can use this process to develop inclusive lesson plans that address all learners, with and without disabilities.
This article describes participants' experiences in a distance learning course that used sync... more This article describes participants' experiences in a distance learning course that used synchronous technology to create a virtual class environment to train teachers in the northern Pacific region known as Micronesia. While institutions of higher education and educational leaders in Micronesia have expressed enthusiasm for distance learning courses as a vehicle to train future educators in the islands, there is
... 42 SKOUGE, BRIDENBAUGH, LAMBRECHT, AND RAO free of charge. ... Mua could speak Samoan when re... more ... 42 SKOUGE, BRIDENBAUGH, LAMBRECHT, AND RAO free of charge. ... Mua could speak Samoan when required, and could phone for technical help when faced with technical difficulties. Video teleconferencing, by the way, is different from “studio-based” television production. ...
Http Dx Doi Org 10 1080 02680513 2014 991300, Jan 6, 2015
ABSTRACT Universal design (UD) educational frameworks provide useful guidelines for designing acc... more ABSTRACT Universal design (UD) educational frameworks provide useful guidelines for designing accessible learning environments with the intention of supporting students with and without disabilities. This article describes how one university instructor defined and applied the principles of Universal Instructional Design (UID) to pedagogy, while designing three online courses. The paper presents the course design process, detailing how UD principles can be operationalised to increase ‘cognitive access’ through a variety of pedagogical practices. The paper illustrates ways in which instructors can consider UID during the five phases of instructional design (analysis, design, development, implementation and evaluation). The courses highlighted in this study incorporated varied assignment formats, flexible options, a highly structured format and regular interactions with peers and instructors. Results of the study show that students valued the organisation, instructor interaction and flexible options provided. Implications for practice are presented for instructors seeking to design inclusive course environments.
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Using UDL guidelines, teachers can integrate flexible options and supports that ensure that standards-based lessons are
accessible to a range of learners in their classrooms. This article presents a process that teachers can use as they develop
standards-based lesson plans. By “unwrapping” academic standards and applying UDL during the lesson planning process,
teachers can identify clear goals aligned with an academic standard and develop flexible methods, assessments, and materials
that address the needs and preferences of varied learners. General educators and special educators can use this process to
develop inclusive lesson plans that address all learners, with and without disabilities.
Using UDL guidelines, teachers can integrate flexible options and supports that ensure that standards-based lessons are
accessible to a range of learners in their classrooms. This article presents a process that teachers can use as they develop
standards-based lesson plans. By “unwrapping” academic standards and applying UDL during the lesson planning process,
teachers can identify clear goals aligned with an academic standard and develop flexible methods, assessments, and materials
that address the needs and preferences of varied learners. General educators and special educators can use this process to
develop inclusive lesson plans that address all learners, with and without disabilities.