using universal design to enhance preschool learning experiences su theriault, early childhood...

Using Universal Design to Enhance Using Universal Design to Enhance

Preschool Learning ExperiencesPreschool Learning Experiences

Su Theriault, Early Childhood SpecialistSu Theriault, Early Childhood Specialist

[email protected]@gmail.com

Universal DesignUniversal Design

Universal Design is the design of products and Universal Design is the design of products and environments to be usable by all people, to the environments to be usable by all people, to the greatest extent possible, without the need for greatest extent possible, without the need for adaptation or specialized design.adaptation or specialized design. –Ron Mace–Ron Mace


What is Universal Design?What is Universal Design?

Universal Design considers the Universal Design considers the needsneeds of the of the

broadest possible rangebroadest possible range of users. of users.


More UD in Daily LifeMore UD in Daily Life

Closed captioningClosed captioning Curb cutsCurb cuts Unisex bathroomsUnisex bathrooms


What is Universal Design What is Universal Design for Learning?for Learning?

Universal design for learning is an approach that Universal design for learning is an approach that

strives to meet the needs of the broadest range strives to meet the needs of the broadest range

of students.of students.

EnvironmentsEnvironments CurriculumCurriculum InstructionInstruction AssessmentAssessment Family InvolvementFamily Involvement


AccommodationsAccommodations

Support one studentSupport one student

Require extra planning timeRequire extra planning time

Highlight differencesHighlight differences


Emphasizes meeting many students’ needsEmphasizes meeting many students’ needs

Provides learning alternatives Provides learning alternatives

Enhances access to curriculumEnhances access to curriculum

Removes learning barriersRemoves learning barriers

Provides flexibilityProvides flexibility



Either Accommodations or UDEither Accommodations or UD

BothBoth Accommodations and UDAccommodations and UD

++


ImplementationImplementation

To best serve individual To best serve individual children and families, children and families, teachers must cast a wide teachers must cast a wide net to ensure that net to ensure that ALLALL children and families have children and families have access to the classroom access to the classroom environment, curriculum, environment, curriculum, instruction, assessment, instruction, assessment, and culturally relevant and culturally relevant activities to ensure family activities to ensure family involvement.involvement. As a result all children will As a result all children will

be able to participate be able to participate regardless of differences, regardless of differences, including learning style, including learning style, language, or ability.language, or ability.



Emphasizes meeting individual needs of a broad Emphasizes meeting individual needs of a broad range of studentsrange of students

Provides alternative ways students can engage Provides alternative ways students can engage in the learning processin the learning process

Enhances access to the curriculum and Enhances access to the curriculum and instruction for all studentsinstruction for all students

Removes physical barriers to successful learningRemoves physical barriers to successful learning Provides flexibility without watering down the Provides flexibility without watering down the

curriculumcurriculum


ActivityActivityWho is in your classroom?Who is in your classroom?

Column 1:Column 1: List all of your students.List all of your students.

Column 2:Column 2: List something you have observed about List something you have observed about each student’s interests, development or learning each student’s interests, development or learning style.style.

Column 3:Column 3: Indicate how your planning considers the Indicate how your planning considers the elements in Column 2.elements in Column 2.


Key Elements of Universal Design Key Elements of Universal Design for Early childhoodfor Early childhood

EnvironmentEnvironment

Curriculum and Instruction Curriculum and Instruction

Assessment Assessment

Family InvolvementFamily Involvement


Create a classroom climate that Create a classroom climate that is welcoming, safe, caring, and is welcoming, safe, caring, and nurturing.nurturing.

Respect all learners and value Respect all learners and value diversity of all kinds.diversity of all kinds.

Use physical space to enhance Use physical space to enhance student participation and student participation and engagement.engagement.

Design environments that enable all children Design environments that enable all children to fully participate in all activitiesto fully participate in all activities

EnvironmentEnvironment


Teach IntentionallyTeach Intentionally

structure curriculum content and instructional structure curriculum content and instructional strategies strategies identify and engage all learning stylesidentify and engage all learning styles offer information and learning activities in offer information and learning activities in multiple ways multiple ways provide resources, tools or technologyprovide resources, tools or technology individualize responsesindividualize responses


Effective Instructional StrategiesEffective Instructional Strategies

Present content in more than one wayPresent content in more than one way Allow varied methods of representationAllow varied methods of representation Incorporate student interestsIncorporate student interests Value exploration and discovery Value exploration and discovery Offer multiple access to achieve same goalOffer multiple access to achieve same goal Keep in mind multiple goals and objectives Keep in mind multiple goals and objectives Provide adjustable levels of challenge. Provide adjustable levels of challenge. Allow time to fully explore/practice.Allow time to fully explore/practice.


Differences in IntelligenceDifferences in Intelligence

1.1. Linguistic/verbalLinguistic/verbal2.2. Logical and mathematical Logical and mathematical 3.3. Kinesthetic & bodilyKinesthetic & bodily4.4. Spatial/visualSpatial/visual5.5. Musical/rhythmicMusical/rhythmic6.6. InterpersonalInterpersonal7.7. IntrapersonalIntrapersonal8.8. NaturalisticNaturalistic

Multiple Intelligences - Howard GardnerMultiple Intelligences - Howard Gardner


Effective Instructional StrategiesEffective Instructional Strategies

Choose books, materials, activities sensitive to diversity. Face children; speak clearly. Avoid indefinite pronouns. Use visual prompts, concrete objects. Use/create books with audio counterparts.

Over in the Meadowhttp://media.umb.edu/medow

As the Crow Flieshttp://media.umb.edu/crow


ApplicationApplication

How could you provide multiple methods of How could you provide multiple methods of instruction at circle time? Dramatic play? instruction at circle time? Dramatic play? Learning centers?Learning centers?

Think back to the peg board. What are multiple Think back to the peg board. What are multiple goals and objectives that could be reached?goals and objectives that could be reached?

How can you adjust the level of challenge in an How can you adjust the level of challenge in an activity?activity?


Teach intentionally, reflect constantly.Teach intentionally, reflect constantly. - - David DickensonDavid Dickenson

Did all the children have the necessaryDid all the children have the necessaryskills/knowledge for this activity?skills/knowledge for this activity?Were all the children engaged?Were all the children engaged?►Who was not? Who was not? ►Why?Why?What did you observe about:What did you observe about: the group? the group? individual children?individual children?What needs to happen next?What needs to happen next?How will we accomplish it?How will we accomplish it?


AssessmentAssessment

Information about individuals Information about individuals and groups of children can and groups of children can inform decision making about:inform decision making about: classroom environmentclassroom environment curriculumcurriculum instructioninstruction assessmentassessment


Offer multiple ways for children to Offer multiple ways for children to demonstrate what they know and demonstrate what they know and are able to do, over time.are able to do, over time.

PortfoliosPortfolios Anecdotal/running Anecdotal/running recordsrecords Time samplingTime sampling PhotographsPhotographs Multiple ways to Multiple ways to representrepresent


Best Practices in Assessment Best Practices in Assessment

Systematically assess Systematically assess children’s learning and children’s learning and development over time.development over time.

Monitor progress in content, Monitor progress in content, skills, strategies and skills, strategies and supports.supports.

Use both formal and Use both formal and informal informal assessment/observationassessment/observation.


UD Strategies for AssessmentUD Strategies for Assessment

Do not limit observation and Do not limit observation and assessment to one timeassessment to one time

Document assessment with Document assessment with examples of a wide variety of examples of a wide variety of student work and modalitiesstudent work and modalities

Provide flexibility in the way Provide flexibility in the way students demonstrate their students demonstrate their knowledgeknowledge


What would you like family engagement What would you like family engagement to look like for the children and families to look like for the children and families

in your classroom?in your classroom?


engaging families as partners in children’s engaging families as partners in children’s educational experiences in a variety of ways.educational experiences in a variety of ways.

Flexible schedulingFlexible scheduling Cultural relevanceCultural relevance Linguistic supportLinguistic support Family supportsFamily supports Variety of ways to share Variety of ways to share

information about the child information about the child and classroomand classroom

Family Involvement is…Family Involvement is…


Ways to Engage FamiliesWays to Engage Families

• Stress the importance of their Stress the importance of their role in their child’s education.role in their child’s education.

• Provide transition information Provide transition information and resources.and resources.

• Ask about their goals for their Ask about their goals for their child.child.

• Use parents as resources to Use parents as resources to enhance/expand curriculum.enhance/expand curriculum.

• Empower parents to advocate Empower parents to advocate for their children.for their children.


Family InvolvementFamily Involvement

Use technology:Use technology: Internet Internet Digital photosDigital photos Record stories Record stories

www.teacherweb.comwww.teacherweb.com

www.wikispaces.comwww.wikispaces.com


ReflectionReflection

1. Were you able to list all your students?2. Were you able to note something about each

student?3. How did you use information about individual

children to guide your planning? 4. Did you make any changes in the environment,

adapt instructional learning or change your method for documenting what a child knows or is able to do?

5. Did you communicate any differently with a child’s family based on your observations?

The children you did not observe or were unable to The children you did not observe or were unable to recall would be the starting point for your next recall would be the starting point for your next observations.observations.


Universal Design ResourcesUniversal Design ResourcesThe Center for Applied Special Technology (CAST) The Center for Applied Special Technology (CAST)

www.cast.comwww.cast.comThe Center for Universal Design The Center for Universal Design

http://www.design.ncsu.edu:8120/cud/resources/reshttp://www.design.ncsu.edu:8120/cud/resources/resources.htmources.htm

The Universal Curriculum Design Website The Universal Curriculum Design Website www.eeonline.orgwww.eeonline.org

Planning the Environment Planning the Environment Environments (classroom labels and signs) Environments (classroom labels and signs) http://www.eichild.com/ http://www.eichild.com/ Lakeshore classroom plan Lakeshore classroom plan

http://www.lakeshorelearning.com/classroomDesignhttp://www.lakeshorelearning.com/classroomDesign/requirements/requirements


Next Steps

1. What did you learn about Universal Design that you will incorporate into your:

• Curriculum and instruction?• Assessment? • Family involvement?• Classroom environment?

2. How will you implement these strategies?3. What will coaches see as you implement these?

Write down your answers to these questions on a notecard.


AllAll children can learn! children can learn!

““All students can learn and succeed, but All students can learn and succeed, but not all on the same day in the same way.”not all on the same day in the same way.”

- - William G. SpadyWilliam G. Spady


Wrap UpWrap Up

1.1. What did you learn What did you learn about Universal Design?about Universal Design?

2.2. How is your view of your How is your view of your classroom altered?classroom altered?

3.3. How will you use the list How will you use the list of students and what of students and what you know about them to you know about them to inform planning? inform planning?

4.4. What will you do What will you do differently as a result?differently as a result?

using universal design to enhance preschool learning experiences su theriault, early childhood...

Documents

curriculum slide

learning barriers

learning activities

design environments

instruction curriculum

successful learning

learning alternatives

learning styles