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Universal Design For Learning Essay

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This information booklet is for High School teachers and aims to provide guidelines for mainstream teachers in applying the Universal Design for Learning (UDL) into their classrooms. As teachers in contemporary school context there are an array of responsibilities, expectations and goals that are considered when entering into a classroom. With the beginning of a new year teachers prepare and plan for an abundance of challenges and pressures including preparing for standardized testing or achievement tests and ensuring that students are progressing adequately through the course requirements and content. With an extensive understanding of the application of the Australian Teaching standards and recognising our responsibility and accountability …show more content…

Including cultural differences, students with physical or intellectual disabilities, students categorised as special needs, gifted and talented and many more. This includes students with varying cognitive, sensory or behavioural characteristics with customized instructional programs designed specifically for an individual students learning needs. This personalized and student centered approach to learning aims to foster support, in some cases special education services, provisions, and supports. It is in these instances that teachers must be knowledgeable, flexible and understanding of there students in order to adapt course content to meet all students needs. This can range from alternate tasks, different curriculum or classroom setting. The Universal Design for Learning addresses the diversity of students learning needs and involves the creating of a flexible curriculum that supports access, participation and progress for all students (Meyer and Rose, 2000). The framework creates a flexible curriculum concerning instructional goals, assessment styles, teaching strategies, methods and materials, including the incorporation of innovative and assistive technologies to accommodate student

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Because of the diversity that exists among our student population, it is important to offer an education that meets those diverse needs. This includes fostering an appreciation for the unique qualities students bring to the school community. Through working collaboratively in the classroom, students grow both academically and emotionally as they achieve project goals. In order to meet student needs, teachers must be prepared with the latest in professional development strategies to differentiate instruction among all learners. It is the responsibility of the district to provide comprehensive professional development and resources equitably to the teaching

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Task 16 U2 AC 2.2 - Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs. There are a number of theories that have evolved over many years that state the current schooling methods do not work… The current methods of teaching are institutionalised and promote one method of teaching for everyone… It is the opinion of many scholars, teachers, professors and applicators of the teaching system that a change is a long time overdue and now is the time to allow learners to learn instead of expecting them to learn from one method. A favourite quote of mine is: “If you can’t learn the way I teach, then I will teach the way you learn”, and this very much sums up the way

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The first element the author discusses that can me modified is the content or “the information and skills that students need to learn” (Ford, 2018). The second element is the process or “how students make sense of the content being taught” (Ford, 2018). The next element is the product or “how the students demonstrate what they have learned” (Ford, 2018) and the final element is the affect or “the feelings and attitudes that affect students’ learning” (Ford, 2018). All four of these elements can be modified to best meet the diverse needs of the students present in the classroom. When differentiating instruction it is the responsibility of the teacher to identify what the student needs in order to progress with the instruction and curriculum and then make the appropriate changes to the lesson, curriculum, or instruction to meet the needs of the

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After reflecting on the big idea F, effective and efficient instructional planning, the resources and activities provided for students in the classroom look very different than they did in the past. The video, “The Myth of Average” by Todd Rose sends a powerful message to educators. If the curriculum is planned with scaffolds that reach all learners and not just the average learner, then everyone benefits. There is no “average” learner, so as educators, we need to design learning with a goal in mind and provide a variety of supports so everyone has access. Planning instruction begins with learning about the students’ cultural backgrounds and prior knowledge so they can make connections to new learning.

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The first artifact I have chosen to provide evidence for this standard is an adapted lesson plan. I had to develop a lesson plan that included strategies for individual students with particular learning differences and needs. This artifact a lines specifically with outcome 2(a) Performances: Instruction Addresses Diverse Learning because I designed, adapted, and delivered instruction to address each student’s diverse learning strengths and needs. The link between the artifact and the standard is that I developed multiple approaches to allow each learner to demonstrate their understandings.

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In the curriculum, specially designed instruction and support for students with special supports and service needs in regular classrooms and community schools are very important. Meeting the learning needs on either end of the spectrum improves the quality of education for everyone in the classroom, as well as promoting the awareness and acceptance of diversity. Educator also could re-evaluate their teaching methods to help facilitate all students. It makes the teachers lessons and activities more effective and improves all students

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1. Student goals (2) for each group. Members of AA groups are united by the desire to abstain from alcohol use as it causes a debilitating disease in their lives. Support groups reinforce positive behaviors, increase self esteem and provide safety. The first goal for attending an AA meeting was to identify characteristics of low self esteem related to alcohol addition.

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Equity: By providing options and flexibility, UDL promotes equity and ensures that all students have the opportunity to succeed. Proactive Design: UDL reduces the need for retroactive accommodations by designing instruction inclusively from the beginning. Cultural Relevance: CRT makes learning more relevant and engaging by connecting curriculum content to students' lived experiences and cultural contexts. Inclusive Environment: It fosters an inclusive classroom by acknowledging and celebrating the diversity of cultural backgrounds within the student population. Cultural Competence: CRT promotes cultural competence among students, preparing them to navigate a globalized and diverse world.

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Universal Design (UD) and Universal Design for Learning (UDL) have been gaining new ground when institutions and faculty are designing spaces and courses to be the most accessible to all students. UD focuses on reducing physical barriers (Hamraie, 2016). UDL focuses more on the course design to various means of representation the material, student expression of learning, and student engagements in the material (Beck Wells, 2022; Bedrossian, 2018; Black et al., 2015). Studies have shown that UD and UDL improve learning for all students and can reduce the time commitment of getting accommodations (Bedrossian, 2018; Grillo, 2022).

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Since there are diverse groups of people around the world, it is not queer for them to have different beliefs, culture, opinions, and so forth. However, those kinds of differences sometimes cause an enormous problem to humanity like war, racism, and many more. It might start from a little thing like stereotyping or prejudicing in a small group of people until the worldwide one. Have you ever prejudiced someone or been prejudiced by someone because you were associated with a particular group? Even though you have done nothing wrong, the people who wanted to prejudice you would probably see everything about you was a mistake.

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I feel comfortable with my knowledge of disabilities and their educational considerations, but I worry about my ability to implement, especially in a general classroom. I fear having to severely differentiate instruction for students with special needs while still providing a lesson fitting the educational needs of the general classroom. I also worry about my ability to identify students with special needs. I know identification is a multi-layered, multi-person procedure, but I worry that I will mix up struggling students with students with special needs. So with these fears in mind, my goals are to practice creating lesson plans that include differentiation for students with special needs and to learn more about the identification process through observation and interviews.

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The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of

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Teachers may profit from having a varied population of students as teachers get a chance to improve their teaching skills and ability to distinguish lessons and activities when such different children are in their class. Regular teachers need to work closely with other teachers and specialists to meet the needs of diverse children, thus enhancing their collaboration skills. It also allows to develop an awareness and appreciation of students’ individual difference (National Center on Inclusive Education 2001). Besides, children with disabilities can motivate regular teachers to be more imaginative with their teaching methods, skills and come up with up-to-date methods of delivering lesson that fits all learners. Regular teachers may realize that all pupils have potencies, which can be useful and vital to their entire classroom, and these potencies can be fostered to produce a profound school experience (Kinza 2008).

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It is a way in which the teacher anticipates and responds to variety of student’s needs. Normally, teachers can modify the content, the process and due product to create a good teaching or learning environment. It is important for teachers to adopt a differentiated instruction in class because every student is different. We have a combination of personality interests, learning styles or background knowledge. Even though it is time consuming, but it is also very useful for our learners.

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In regular education classrooms the majority of the time students receive whole-group instructions. Their methods of instructions consist in lectures, discussions, case studies, writing, group projects, public reviews, and independent student projects. In contrast, different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as being either accommodations or modifications. An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is more accessible to the student.

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