[senit] UDL

From: Sean O'Sullivan <sean.frankwise at easynet.co.uk>

There is some info on UDL on our US website:

http://www.donjohnston.com/prof_services/UDL.html

http://www.donjohnston.com/research/articles/index.html

Jamie

-- 
Jamie Munro
Managing Director
Don Johnston Ltd.
18/19 Clarendon Court
Calver Road
Winwick Quay
Warrington WA2 8QP
Company Registration Number 2899525
Telephone: 01925 256500
Fax: 01925 241745
Mobile Telephone: 0772 0845428
email: jmunro at djsn.co.uk

> From: Sean O'Sullivan <sean.frankwise at easynet.co.uk>
> Reply-To: <senit at lists.becta.org.uk>
> Date: Tue, 1 Apr 2008 21:26:03 +0100
> To: <senit at lists.becta.org.uk>
> Subject: Re: [senit] UDL
> 
> This has been a brilliant couple of days of really thoughtful
> messages. I'm sure many (if not all) of us are on the list due to the
> combination of a real love of working with students who have various
> special needs (interpret that as you wish, there are so many terms
> floating about), and a bit of what many people would probably see as a
> geeky enthusiasm for technology. I personally find the techie bits
> fairly interesting, but it's great to see educational principles and
> philosophy getting their share of airtime.
> 
> For me, the fascinating bullet point of the three is part 2  -
> multiple options for expression and control.
> Also great to see Ira's comment about moving away from the 'medical
> model'. This has always been a major element in our school's ethos,
> whereby we want to know about skills, abilities and educational
> assessment - medical terms and labels don't really help much in that
> process.
> 
> Best,
> 
> Sean O'Sullivan
> sean.frankwise at easynet.co.uk
> Headteacher
> Frank Wise School, Banbury
> http://www.frankwise.oxon.sch.uk
> 
> http://www.parkroadict.co.uk
> 
> 
> 
> On 1 Apr 2008, at 18:04, Ira David Socol wrote:
> 
>> Ann, Simon:
>> One nice start point is
>> http://jset.unlv.edu/18.4/hitchcock/first.html
>> But I'd say - that in the ten years people have carried this overall
>> concept in different directions.
>> So, for me, the "multiple" choices has become the focus, with an
>> emphasis on choice and a move away from "diagnosis and
>> prescription." Thus, particularly in literacy and writing, my focus
>> has been on the question of (first) what differences there might be
>> if a student acquires text through audio or screen-reading vs.
>> traditional ink-on-paper, and (second) if there is a difference what
>> can we suggest to teachers in terms of giving students what they
>> need, and (third) what students will tend to choose what 'tools' for
>> which tasks?
>> Example: We did a project with 13-year-olds and history curriculum,
>> and made text-to-speech available to all students in a fully
>> inclusive school, and were fascinated to see that almost every
>> student made some use of it. Many for just unfamiliar words, others
>> for difficult passages, some used the computer speech as their
>> exclusive content delivery system. The issue of dyslexia seemed to
>> vanish from the rooms involved, and teachers reported better results
>> with students with "attention issues" as well.
>> Another big push is in assessment, and CAST has an oline journal
>> heavily devoted to that.
>> There are many people working in many areas of UDL, maybe we can
>> hear a few more voices.
>> Ira
>> Simon Judge writes:
>>> This is an interesting thread, thanks.  - What is the key paper/
>>> study to read on these principles (not the book!)?  - How does it
>>> differ from the principles of differentiation in the UK? Cheers.
>>> Simon -----Original Message-----
>>> From: senit-bounces at lists.becta.org.uk
>>> [mailto:senit-bounces at lists.becta.org.uk] On Behalf Of Ann
>>> Sent: Tuesday, April 01, 2008 3:41 PM
>>> To: senit at lists.becta.org.uk
>>> Subject: [senit] UDL Hi Jamie, Universal Design for Learning (UDL)
>>> is a phrase I haven't seen for a while.
>>> I hope Mike Blamires is still reading SENIT postings as it was
>>> something he
>>> was very interested in and I am sure will have much to contribute
>>> on the
>>> subject. He wrote an excellent chapter about it in Enabling
>>> Technology.
>>> Extracting my copy from the bookshelf, I see that the Centre for
>>> Applied
>>> Special Technology (CAST) proposed 3 principles that could be
>>> applied to the
>>> curriculum and set an agenda for Inclusion, as follows: 1. Provide
>>> multiple representations of content.
>>> 2. Provide multiple options for expression and control.
>>> 3. Provide multiple options for engagement and motivation.  I
>>> wonder how far we have moved along that route in the ten years
>>> since they
>>> were proposed??
> 
> 