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Engaging Students in the Classroom through Universal Design for Learning

Engaging Students in the Classroom through Universal Design for Learning Faculty Institute, May 2011 Dr. Penny Spencer, Dean, School of Education Jenna Cler, Disability Services Coordinator, NYC Sue Maxam, University Director for Student Success. Our Diverse Student Landscape. Some Stats.

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Engaging Students in the Classroom through Universal Design for Learning

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  1. Engaging Students in the Classroom through Universal Design for Learning Faculty Institute, May 2011 Dr. Penny Spencer, Dean, School of Education Jenna Cler, Disability Services Coordinator, NYC Sue Maxam, University Director for Student Success

  2. Our Diverse Student Landscape

  3. Some Stats • 11% of college students identify as having a disability (US GAO, 2009) • College freshmen with disabilities has increased tenfold since 1976 (Kaff, 2009) • Admission: 90% of colleges nationwide report seeing increased number of students with disabilities and increasing severity of disorders (Newman, Dannenfelser& Clemons, 2007) • Retention: Only 7.6% of students with disabilities enrolled in a four-year • program complete their studies (Newman, Dannenfelser & • Clemons, 2007) • 91% of students with “invisible disabilities” do not inform their advisors or professors of their disability until they are in significant • academic trouble (Harding, 2008)

  4. Stats, Cont. Learning Disabilities: 3.3 % of all freshmen in 2008 reported a learning disability (Pryor, 2008) Attention Deficit Disorder: 5% of college students have been diagnosed with ADHD (ADHD Library, n.d.) Psychiatric disorders: Nearly 15% of college students have been diagnosed with depression (Psychiatrist.us.com) Asperger Syndrome/Autism: 1 out of 165 people are diagnosed with Autism nationally (CDC, n.d.)

  5. Student Obstacles Self esteemSyllabus Fear Information unfamiliar computer applications Undiagnosed disabilities Motivation Resources? Interest New disability Anxiety Fundamental skills Chronic medical conditions

  6. U N I V E R S A L

  7. DESIGN • Proactive planning for diverse learners • Makes learning accessible from • the first interaction • Anticipates and avoids • perceptual and cognitive barriers • Increases efficiency of the • teaching-learning process

  8. LEARNING

  9. Brainways Recognition: senses, perceptions, and patterns Strategies: planning, performing, and problem-solving Affect: stimulating interest, engagement, staying motivated

  10. Multiple Means of Representation • Perception • Customized displays • Auditory information • Visual information • Options for language, mathematical expressions, symbols • Vocabulary and symbols • Syntax and structure • Multiple media • Options for comprehension • Background knowledge • Patterns, critical features, big ideas • Transfer and generalization

  11. Multiple means of Expression • Options for physical action • Vary methods for response • Access to tools and assistive technologies • Options for expression and communication • Multiple media • Multiple tools for access and composition • Graduated scaffolding • Options to support executive functioning • Guide appropriate goal-setting • Support strategy development • Facilitate managing information

  12. Multiple Means of Engagement • Enhancing interest • Multiple choices and autonomy • Optimize value, authenticity, relevance • Minimize threats and distractions • Options for sustaining effort • Heighten salience of goals and objectives • Foster collaboration and communication • Increase mastery-oriented feedback • Options for self-regulation • Promote expectations that optimize motivation • Facilitate coping skills and strategies • Develop self-assessment and reflection

  13. Now It’s YOUR Turn… In small groups, please use the template you have been given and brainstorm ways you can create a lesson plan that would be “Universal Design-friendly.”

  14. Share our similarities; celebrate our differences ~ M. Scott Peck

  15. References ADHD Information Library (n.d.). Retrieved May 10, 2011 from http://newideas/net/adhd/about_attention_deficit/prevalence_of_dhd Center for Disease Control and Prevention [CDC]. (n.d.). Retrieved May 10, 2011, from http://www.cdc.gov/ncbddd/autism/index.html Harding, B. (2008). Students with specific advising needs. In V. N. Gordon W. R. Habley, & T. J. Rites and Associates (Eds.), Academic advising: A comprehensive handbook (2nd ed.). San Fransisco: Jossey- Bass. Newman, B. Dannenfelser, P; & Clemons, V. (Spring/Summer 2007). Journal of Social Work . The diagnostic and statistical manual of mental disorders in graduate social work education: Then and now. Social Work Education 43(2), 297-308. Psychiatrist.com (n.d.). Retrieved May 10, 2011 from Psychiatrist.com US Government Accounting Office, Higher Education and Disability (2009). Retrieved May 11, 2011, from http://www.gao.cov/new/items/d1033.pdf Vickers, M. D. (2010, March). Accommodating College Students with Learning Disabilities: ADD, ADHD, and Dyslexia. Pope Center Series on Higher Education. Raleigh, NC: The John William Pope Center for Higher Education Policy.

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