Universal Design for Learning

 The guideline that I implemented regularly in Dual Language Kindergarten was promoting understanding across languages. This is under providing multiple means of representation and providing options for language and symbols. Vocabulary words were defined in English and Spanish for students that were learning both. We would put them up in the classroom in different colors. All Spanish vocabulary was in red and the English was in blue. Visual non-linguistic support was also a common practice to ensure that students were understanding the information that was being shared. I always made sure to show the class pictures or draw a concept. I also put on videos to make sure we were all on the same page.

One thing that I can do right now is offer students more of an opportunity to have a break. I know that when I’m working on a big assignment or I need to plan my next step, the best thing to do is step away and take a break. Students should be able to regulate when they need these. I would set some guidelines like what they’re allowed to do during their break, but even as a substitute, students need some time to step away for a second. I also currently really enjoy using timers with students in the classroom. I know that it helps them stay focused and anticipate the next big change. These points are under Engagement, Recruiting Interest, and minimizing threats and distractions.

One of the guidelines that look great, but I may need some help to implement is under Action & Expression, physical action. The guideline is optimizing access to tools and assistive technologies. They are talking about keyboard commands, building switch and scanning options for increased independent access, keyboard alternatives, customizing overlays for keyboards and touchscreens, and finding the right software for all of this. I don’t know much about these technologies and I would need help implementing them and the appropriate times to implement them.

One of the things that I would like to learn more about are Assistive Technologies (AT). I was looking over the resources that are available through CAST and they have an AT wheel that gives different AT options depending on the needs of students. This seems like a great resource to have when you’re getting started. One of the amazing things that I discovered while looking through the UDL Guidelines site was an entire page dedicated to presenting the research behind each checkpoint of the guidelines.

https://udlguidelines.cast.org/action-expression/physical-action/assistive-technologies/assistive-technologies-research

 Taking the time to look through each of these resources seems like it would be worth the time. Some of the articles that really stood out to me were:

 Judge, S. (2006). Constructing an assistive technology toolkit for young children: Views from the field. Journal of Special Education Technology. 21(4), 17-24.

Lee, C. M. (1999). Learning disabilities and assistive technology: An emerging way to touch the future. Amherst, MA: McGowan.

Lodge, J. (2000). Will the overlay board survive in the mainstream primary classroom? Closing the Gap, 18(6), 16-17.

McKenna, M. C., & Walpole, S. (2007). Assistive technology in the reading clinic: Its emerging potential. Reading Research Quarterly, 42(1), 140-145.

Rose, D., Hasselbring, T. S., Stahl, S., & Zabala, J. (2005). Assistive technology and universal design for learning:Two sides of the same coin. In D. Edyburn, K. Higgins & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 507-518). Whitefish Bay, WI: Knowledge by Design.

I would also want to look into the Journal of Special Education Technology. It was cited throughout the research presented, and it makes sense because it seems to be directly related to the implementation of AT. A great resource that I’ve seen at the school I’m currently at is the Special Education staff. They are very knowledgeable, and they are always looking for ways to ensure that their students are receiving the best education possible. I’ve seen certain types of AT in their classrooms, but I would definitely like to hear more about how those technologies work, and other technologies available to them.