ReThinking: "He Doesn't Want to be Seen as Different"

I've heard that refrain numerous times.

"But... he doesn't want to be seen as different."

It's usually uttered in response to specific technology recommendations offered during the IEP team process. The team typically nods their head in agreement; after all, it is a priority that the student completes school tasks in the same manner as their peers, or uses the same school tools as their friends.(Or is it?)

Unfortunately, I realize another team is unaware of Universal Design for Learning principles.  If they understood UDL, they would appreciate the importance of offering MULTIPLE methods of engagement, presentation and expression. Instead, they are sticking to the "one size fits all" approach, an approach which fails to meet the needs of all learners. It's an approach that allows teams to agree, "He doesn't want to be seen as different."

My challenge to the team is to change the culture, don't let the student be seen as different. Offer multiple methods of expression. Give choices. Offer alternatives to the traditional methods which fail many kids.

Sometimes students need a different method.

A classic example is the Poster Board.

Think of all the poster boards that have been assigned over the years. For some students, the fine motor or visual processing skills required to complete that task are nearly impossible without significant help from home. Paper can be the disability. Two alternatives are Glogster or VoiceThread, free online multimedia tools which minimize the potential output challenges. In addition, these tools can be more engaging.

But don't just change the expectation to ALL students will now create a Glog. Introduce them to the tools. Then let students choose the tool which will help them accomplish the task in the way that works best for them. Promote an environment where they are not seen as different. Every one chooses the method which promotes success. Some students will opt for the paper poster board, others will choose another option.

The essential point is the availability of choice. When there is choice, no one is seen as different. Every student gets what they need. 

Easily accomplished in an age of numerous tool choices. Need a starting place? Refer to the UDL Tech Toolkit wiki to get you going.

Celebrating the 25th: Nominations Due

A new opportunity to highlight the best in education is now available.

It’s CAST’s 25th anniversary! To celebrate, we feature great UDL implementation in the field through the UDL Spotlight. Want to nominate a Spotlight?

Then nominate people or programs that embed UDL (Universal Design for Learning) principles in their classrooms.

When UDL is effectively incorporated, it transforms learning, engages everyone and allows all learners opportunities to successfully demonstrate what they have learned.

When we call attention to the best engaged, active learning and provide the tools that promote it, (UDL Guidelines, UDL Curriculum Self-Check, and Learning Tools), then we will start a ripple effect that spreads throughout our schools for the benefit of all our students.

Look around you. Is there anyone or any program you believe is nomination-worthy? Head over to the CAST website and spotlight the achievement so that we can all learn from each other.

And Happy 25th Anniversary, CAST!

Reaching for the Brass Ring.....of Independence

Independence.
Too often, independence is an elusive concept in our schools.

Why?

Because we believe we are accomplishing more when we provide students on IEPs with one-to-one adult supports who scribe for students and read the grade level material when the student is unable. What results? Unfortunately, learned passivity and DEPENDENCE.

Is this FAPE, Free, Appropriate Education? If a student doesn't get it when the adult reads the material to him, how likely are they to ask the adult to repeat it? How appropriate is it when a student never has the opportunity to produce written work independently?

How can we overcome this? A paradigm shift in how we view disability and accommodation must occur:

1. It is time to end the remediation vs. compensation battle and declare a truce. The emphasis on remediation at the expense of accommodation must stop. Instead, remediation MUST be COMBINED with compensation to accommodate for learning challenges if our students are to feel a sense of competence, mastery and independence.

2. Recognize the inherent disability that exists in the curriculum and instruction when students with learning struggles can not access the curriculum using traditional methods. Although no research exists that supports the superiority of textbooks, lecture based and paper based methods, the majority of classroom instruction depends upon these methods of instruction. Time to stop blaming the student when our methods disable their performance and participation.

3. Recognize that there is no better time to be an educator. Access to the tools and strategies are readily available as never before. Tools exist that remove the obstacles to learning, many are free, others are commercially available.

4. Understand that students learn differently, that a one-size-fits all approach does NOT work. Instead, incorporate Universal Design for Learning principles. UDL which proproses that learning occurs when there are multiple methods of engagement, representation and expression. Excellent resources are available at cast.org including the UDL Curriculum Self-Check that helps you apply principles that engage and support ALL learners.

Hand your students the brass ring of independence. There is no better time than today.

Ending the School Budget Crisis Today

IF we immediately stopped buying textbooks, AND used some of the strategies here,

AND, IF

we cancelled all copying machine rental contracts, all laminating machine and most paper purchases AND used curriculum resources from Larry Ferlazzo selected by subject area, free resources from the Net for (Special) Education by Paul Hamilton, the free UDL resources here at CAST, and the Free Technology Toolkit for UDL in All Classrooms,

THEN,

we would end the school budget crisis TODAY and make the curriculum accessible to 99% of all students, including those with learning, cognitive and physical disabilities.

Reducing unneccessary budget expenditures while removing the obstacles to learning and shifting instructional methods away from textbooks, lecture and print-based materials (which no research has validated as superior methods) provides money for actual learning.

Do you have a better solution?

photo credit: http://www.flickr.com/photos/tracy_olson/61056391/

Thought for the Day

Too often we define students as learning disabled when, in fact, it is the instructional method that causes the disability. Now is the time to reframe how we view ability and disability.

The Future is in the Margins: The Role of Technology and Disability in Education Reform by Rose & Meyer (CAST) -

Differentiated use of media for instruction reveals that individuals who are defined as "learning disabled" within print-based learning environments are the not same individuals who are defined as "learning disabled" within video - or audio-based learning environments. Such revelations splinter the old categorical divisions between "disability" and "ability" and create new descriptors that explicitly recognize the interaction between student and environment in the definition of strengths.

Think about your instructional tools - are you offering a variety of methods to engage students, or are you methods causing frustration? Are you offering a variety of methods for students to demonstrate what they know? Encourage your students to demonstrate their strengths and abilities by varying the instructional methods and tools you use in your classroom. And their skills may surprise you!

I will never forget when my son was in 10th grade and I had a conference with his English teacher. I tried to explain his learning style and his challenges with print based materials and paper based assignments. She didn't seem to get it so I offered that he does best with multimedia and alternative methods to demonstrate what he has learned. He preferred projects since they tap into his strengths. Unfortunately, she still didn't get it and suggested, "Maybe we need to move him to a lower level in English." (Who has the disability in this scenario? The one who knows how he learns best or the one who can't see it?)

So, I repeat, too often we define students as learning disabled when, in fact, it is the instructional method that causes the disability.

What are you doing about that?

photo - http://www.psychiatry.emory.edu/PROGRAMS/GADrug/images/frustrated.jpg

What did you do to ensure success today?

Thought for the Day:

Just because you taught it, doesn't mean they learned it.

What did you do to ensure success today? How did you promote understanding of all concepts with your students? Did you consider differentiating instruction to meet the varying abilities and learning styles? Did you offer multiple methods of engagement, presentation of materials and demonstration of what they learned?

If so, I commend you. If not, I highly recommend spending time at CAST.org. Your students will benefit.

CAST UDL Book Builder

Recently had the opportunity to play with this new free resource, Book Builder. CAST has created an online tool that allows you to create your own digital books for your students on any topic.

Welcome to the CAST Universal Design for Learning (UDL) Book Builder! Use this site to create engaging digital books that build reading skills for children, ages 3–10. Your universally designed books will engage and support diverse learners according to their individual needs, interests, and skills.

They've taken digital book creation to the next level by providing "coaches" of embedded prompts as part of the reading process. For example, Pedro prompts kids to think (such as, "make a prediction, what do you think this book is about?") Hali gives them hints (such as, "we can make predictions based upon the pictures and the title"), and Monty shares model responses (such as, "Based upon this picture, I predict...").

Way cool!

There are three models to read and I created one about Spring. You can create your own books and retrieve them from any computer. Customize them to the interests of your students. Have them create their own books about preferred topics, current curriculum units or themselves.

But wait, there's more!

Download Click,Speak through your Firefox Browser and now your students can listen to the book read to them. Click,Speak highlights each sentence as it is read. (I recommend installing better quality voices on your computer other than just Microsoft Mark, Mike or Sam as they are too robotic. You can check out and buy voices at NEXTUP.)

I got my photos from the Creative Commons section of Flickr.

AND, all of this is FREE!

(Two suggestions to CAST - 1. If possible, make this switch-accessible and 2. allow the ability to customize the size of the picture on each page.)