udl and inclusive teaching practices in italy · silvio marcello pagliara - amo - ausilioteca...
TRANSCRIPT
UDL AND INCLUSIVE TEACHINGPRACTICES IN ITALY
Conférence ALTER 2018 - 5-6 juil. 2018 Lille (France)
Lucia de Anna - University of Rome "Foro Italico"
Marta Sánchez Utgé - University of Rome "Foro Italico"
Silvio Marcello Pagliara - AMO - Ausilioteca Mediterranea Onlus,
University of Rome "Foro Italico"
RESEARCH QUESTION
How teaching practices, coming from the Italian inclusive education system, match up with UDL principles?
Italian inclusive educational
systemUDL
40 years of inclusion
UNCRPD
DfA/UD
Strong didactic and pedagogical research and practices
International comparison (Globalization effects)
ITALIAN BACKGROUND
UDL
OUR RESEARCH
Two meetings to introduce UDL approach, and to identified teachers reactions about UDL
1
Compilation of a questionnaire, related to the checkpoints of UDL, to bring specific examples of teaching practices.
2
Teachers’ attitude on UDL, particularly connected to the use of ICTs (Focus – group).
3
OUR TARGET GROUP
120 General ed. teachers engaged in the inclusive education specialization course (our students)
5%
80%
2%
2% 11%
Occupation
full contract teachers
temporary contract teachers
educational assistant
kindergarden educators
others
21%
36%18%
25%
Educational level
Infant school (3-6)
Primary school (6-11)
Lower Secondary school(10-14)
Upper Secondary school(14-19)
10%
48%26%
16%
Age
20-29
30-29
40-49
>49
WHO ARE THE «ITALIAN SUPPORT TEACHERS»?
• General ed. Teachers
• Master degree (primary school)
• + training on didactics and pedagogy (secondary school)
• Inclusive education specialization course
• 1 year (60 ECTS)
UDL
knowledge
Skill
Competence
PRINCIPLE 1. PROVIDE MULTIPLE MEANS OF REPRESENTATION
1. Perception
• Provide information through different modalities: visual alternative (1.3) and auditory alternative (1.2)
• Propose information in formats that can be transformed by the student (1.1)
2. Understand
The information must be clear and understandable to everyone.
▪ Clarifying: lexicon and symbols (2.1), syntax and structure (2.2)
▪ Facilitating decoding (2.3)
▪ Promoting understanding between different languages (2.4)
▪ Presenting information in different ways ( guideline 1) creating clear links between them (2.5).
3. Comprehention
• Develop the ability to process information:
▪ Activate or supply background knowledge (3.1)
▪ Knowing how to identify important information (3.2)
▪ Knowing how to select and manipulate information (summarized, classify, sort, contextualize ...) (3.3.)
▪ Go from knowledge to competence (3.4)
Access to information Build - to know information Internalize – process, organize, use… information
Knowledge Skill Competenze
I. Fornire molteplici mezzi di rappresentazione: esempi Mai Qualche
volta Quasi
sempre Sempre
1. Fornire opzioni per la percezione 1 2 3 4
1.1 Offrire diversi modi per personalizzare la visualizzazione delle informazioni
1.2 Offrire alternative all’informazione uditiva
1.3 Offrire alternative all’iinformazione visiva
2. Offrire opzioni per la lingua, le espressioni matematiche e i simboli
2.1 Chiarire il lessico e i simboli
2.2 Chiarire la sintassi e la struttura
2.3 Aiutare la decodifica del testo, note matematiche e simboli
2.4 Favorire la comprensione tra le diverse lingue
2.5 Illustrare attraverso molteplici mezzi
3. Fornire opzioni di comprensione
3.1 Attivare o fornire la conoscenza pregressa
3.2 Evidenziare schemi, caratteristiche importanti, grandi idee e relazioni
3.3 Guidare l’elaborazione, la gestione, la visualizzazione e la manipolazione delle informazioni
3.4 Favorire il transfer e la generalizzazione
QUESTIONNAIRE
GUIDELINE 1- PROVIDE OPTIONS FOR PERCEPTION
Always40%
Often48%
Sometimes9%
Never3%
TEACHERS SELF-ASSESSMENT
Consistent data 73%
Not consistent data27%
TEACHERS PRACTICES
CHECKPOINT 1.1 OFFER WAYS OF CUSTOMIZING THE DISPLAY OF INFORMATION
Provide educational materialin digital format
Use of different educationalmediators at the same time
Educational visits/school tripUse of compensatory
instrumentsNo reply Non applicable
Always 10 32 0 0 1 13
Often 12 35 1 1 3 13
Sometimes 2 3 0 0 0 1
Never 0 0 0 0 1 0
Total 24 70 1 1 5 27
0
10
20
30
40
50
60
70
80
CHECKPOINT 1.2 - OFFER ALTERNATIVES FOR AUDITORY INFORMATION
Use ofdifferent
materials atthe same time
Provide writtentranscripts
Provide visualmaterial
Providealternative
tactile material
Provide writtenmaterials
Use of thebody,
dramatization,mimicry
Italian SignLanguage
Multimediaeducational
gamesVibrations
Use ofalternative
senses (smelland taste)
no reply not applicable
Always 10 7 23 8 0 3 1 0 1 1 0 1
Often 19 15 29 6 3 5 4 2 1 0 4 0
Sometimes 1 2 5 0 0 0 0 0 0 0 3 0
Never 0 0 0 0 0 0 0 0 0 0 3 0
Total 30 24 57 14 3 8 5 2 2 1 10 1
0
10
20
30
40
50
60
CHECKPOINT 1.3 - OFFER ALTERNATIVES FOR VISUAL INFORMATION
audiorecording
sensoryalphabet
readingaloud
tactilematerial
descriptionsAuditorysignals /
clues
verbalexplanation
s
discussionsand
dialogue
motorgames
tactilesignals
Braillespeech
synthesis
multisensory
explorationIT Tools
notapplicable
no reply
Always 10 0 3 15 7 5 9 0 0 0 1 4 3 0 2 2
Often 13 1 8 16 9 3 16 2 2 2 2 6 1 1 1 4
Sometimes 2 0 0 2 3 0 0 0 0 0 0 0 0 0 2 2
Never 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6
Total 25 1 11 33 19 8 25 2 2 2 3 10 4 1 5 14
GUIDELINE 2 - PROVIDE OPTIONS FOR LANGUAGE, MATHEMATICAL EXPRESSIONS, AND SYMBOLS
Always37%
Often47%
Sometimes9%
Never7%
TEACHERS SELF-ASSESSMENT
Not consistent30%
Consistent70%
TEACHERS PRACTICES
CHECKPOINT 2.1 - CLARIFY VOCABULARY AND SYMBOLS
Explanation ofthe teacher
Images, photos,graphics,formulas,
explanatorytexts, sounds
Educationalsoftware for
communicationand language
Identify keywords and
concepts andgive the
explanation
Create aglossary
Use of well-identified
symbols andletters
Use simple andclear
terminology
Interactivegames
Translatelanguages,symbols,
formulas intophysical and
motor actions
find themeaningsthrough
dialogue amongstudents
not applicable No reply
always 13 29 0 3 5 3 3 0 1 1 0 3
often 18 27 1 1 2 5 4 1 2 0 0 6
sometimes 2 3 0 0 1 0 0 0 0 0 1 0
never 0 0 0 0 0 0 0 0 0 0 0 4
total 33 59 1 4 8 8 7 1 3 1 1 13
0
10
20
30
40
50
60
70
CHECKPOINT 2.2 - CLARIFY SYNTAX AND STRUCTURE
Highlightstructural
relations tomake them
explicit
Makeconnections to
previouslylearned
structures
Clarifyunfamiliar
syntax throughalternative
representations
Clarifyunfamiliar
syntax throughoral
explanation
Dramatizationof the text to
understand thestructure
Makeconnections to
theenvironment
simple andclear
communication
Use ofdifferentcolors,
numbers andcharacters foreach sentence
Read and listentogether
Collectivediscussion
Division of textor problem
into sub-itemsnot applicable no reply
Always 5 4 10 5 5 1 0 0 0 0 0 0 4
Often 3 7 16 7 1 1 4 3 4 1 1 3 10
Sometimes 0 0 3 0 0 0 0 0 0 0 0 0 5
Never 0 0 1 0 0 0 0 0 0 0 0 0 7
total 8 11 30 12 6 2 4 3 4 1 1 3 26
CHECKPOINT 2.3 - SUPPORT DECODING OF TEXT, MATHEMATICAL NOTATION, AND SYMBOLS
Offer clarificationof notation through
lists of key terms
Use of multimediasupport
Use of visual signsfor text and tactile
signs for Braille
Use of text tospeech
digital text with anaccompanyinghuman voice
recording
Narration aloudfrom the teacher
Cooperative reading
Use the automaticvoice for digitalmathematical
notations (MathML)
No reply not applicable
Always 6 2 0 8 4 2 1 1 0 20
Often 7 3 1 4 4 1 1 0 33 0
Sometimes 0 1 0 1 0 0 0 0 0 6
Never 0 0 0 0 0 0 0 0 9 1
total 13 6 1 13 8 3 2 1 42 27
CHECKPOINT 2.4 - PROMOTE UNDERSTANDING ACROSS LANGUAGES
Provideelectronictranslation
tools
Video withsubtitles
Make all keyinformation
in thedominant
language ofthe student
Embedvisual
supports
Link keyvocabularywords to
definitionsand
pronunciations in bothdominant
and heritagelanguages
SignLanguage
Use ofcaptions
Use of bodylanguage
Non verbalcomunicatio
n tools
Use of soundand audiosupports
Use of tactilesupport
Translationof words,
songs, text
Creation ofvocabularies
no replynot
applicable
Always 6 1 7 8 3 2 1 0 1 3 1 3 1 0 3
Often 10 0 8 16 5 5 0 1 0 2 1 5 0 7 4
Sometimes 2 0 7 1 0 0 1 0 0 1 0 0 1 9 5
Never 0 0 0 1 0 0 0 0 0 0 0 0 0 11 1
Total 18 1 22 26 8 7 2 1 1 6 2 8 2 27 13
0
5
10
15
20
25
30
CHECKPOINT 2.5 - ILLUSTRATE THROUGH MULTIPLE MEDIA
Use of bodyVisual
informationMusic Captions Objects Video
Physical andvirtual
teachingmaterials
Explicit linksbetween
informationin texts andits symbolic
representation
Charts,diagram,schemes,
maps
Liveexperimentsdone by the
teacher
Directobservation
3D vision No replyNon
applicable
Always 12 29 4 1 6 10 4 6 6 3 2 0 0 1
Often 8 25 3 0 2 15 0 4 3 0 1 1 5 0
Sometimes 0 2 0 0 0 0 0 0 0 0 0 0 2 0
Never 0 0 0 0 0 0 0 0 0 0 0 0 1 0
Total 20 56 7 1 8 25 4 10 9 3 3 1 8 1
0
10
20
30
40
50
60
GUIDELINE 3 - PROVIDE OPTIONS FOR COMPREHENSION
Always40%
Often51%
Sometimes6%
Never3%
TEACHERS SELF-ASSESSMENT
Not consistent; 28%
Consistent; 72%
TEACHERS PRACTICES
CHECKPOINT 3.1 - ACTIVATE OR SUPPLY BACKGROUND KNOWLEDGE
Make explicit cross-curricular connections
Anchor instruction bylinking to and activating
relevant prior knowledgeProvide basic knowledge
Activate previousknowledge
Bridge concepts withrelevant analogies and
metaphorsno reply not applicable
Always 5 10 6 26 3 0 8
Often 1 11 6 18 2 6 9
Sometimes 0 1 0 2 0 1 1
Never 0 0 0 0 0 1 0
Total 6 22 12 46 5 8 18
0
5
10
15
20
25
30
35
40
45
50
CHECKPOINT 3.2 - HIGHLIGHT PATTERNS, CRITICAL FEATURES, BIG IDEAS, AND RELATIONSHIPS
Use cues andprompts to
draw attentionto criticalfeatures
Highlight linksbetween
concepts/objects
Highlight keywords/concepts in the text
Providedifferent
examples tobring out thekey features
Use graphs,concept maps,
graphicorganizers,
billboards, eccto emphasizekey ideas andrelationships
Directosservation to
identify keyelements
Highlight keyideas
/conceptsthrough verbalexplanations
Braimstorming GamesUse of
paraverballanguage
Provide linksto everyday
lifeno reply not applicable
Always 7 3 13 8 13 3 2 1 0 0 0 4 3
Often 5 6 7 0 22 2 13 0 2 1 2 5 3
Sometimes 0 0 0 0 0 0 0 0 0 0 0 4 1
Never 0 0 0 0 0 0 0 0 0 0 0 4 0
Total 12 9 20 8 35 5 15 1 2 1 2 17 7
0
5
10
15
20
25
30
35
40
CHECKPOINT 3.3 - GUIDE INFORMATION PROCESSING, VISUALIZATION, AND MANIPULATION
Remove unnecessarydistractions
Access to content indifferents ways
(flims, imagines, ecc)
Provide options fororganizationalmethods andapproaches
Provide interactivemodels that guide
exploration and newunderstandings
Chunk informationinto smaller elements
Introduce supportstructures
Give explicit promptsfor each step in a
sequential processno reply not applicable
Always 4 11 4 3 7 1 11 7 5
Often 4 10 4 5 4 3 14 7 7
Sometimes 0 2 1 0 1 0 0 2 1
never 0 0 0 0 0 0 0 3 0
Total 8 23 9 8 12 4 25 19 13
0
5
10
15
20
25
30
CHECKPOINT 3.4 - MAXIMIZE TRANSFER AND GENERALIZATION
Embed new ideasin familiar ideas
and contexts
Provide scaffoldsthat connect new
information toprior knowledge
Provide explicit,supported
opportunities togeneralize learningto new situations
Prompt the use ofmnemonic
strategies anddevices
Provide templates,graphic organizers,
concept maps tosupport note-
taking
Include explicitopportunities for
review and practice
Provide checklists,organizers, stickynotes, electronic
reminders
Offer opportunitiesover time to revisit
key ideas andlinkages between
ideas
no reply not applicable
Always 6 4 3 3 2 2 4 3 3 3
Often 13 7 8 6 6 3 9 1 12 5
Sometimes 1 0 1 1 0 0 0 0 5 0
Never 0 0 0 0 0 0 0 0 5 0
Total 20 11 12 10 8 5 13 4 25 8
0
5
10
15
20
25
30
FOCUS GROUP
FOCUS GROUP
“I have noticed many aspects, in the guidelines, that in my experience as a teacher I had not taken into account... there is much to learn.”
"I found myself using the UDL, without being so conscious"
“To me, as a teacher with little experience, UDL is an excellent help for teachers”
“The UDL is a formidable tool for the teacher, it allows you to pay attention to what you do and that you could do, is a guide and a reminder, can act both as a check list and logbook”
CONCLUSIONS
There is much in common between the two approaches
Need of less experienced teachers to have guidelines, such as UDL, that help them in the curriculum design.
Need to further develop didactic competences in initial “training & education” of general ed. Teachers.
Creative use of resources VS Difficulties on finding resources
UDL has helped to activate metacognitive processes on the use of technologies in teachers’ practices.
UDL AND INCLUSIVE TEACHING PRACTICES IN ITALY
Lucia de Anna - University of Rome "Foro Italico"
Marta Sánchez Utgé - Universityof Rome "Foro Italico"
Silvio Marcello Pagliara - AMO -Ausilioteca Mediterranea Onlus, University of Rome "Foro Italico"