This course enables educators to develop and utilize instructional frameworks based on current research related to differentiating instruction, universal design for learning and assistive technology.
Dates: July 5- August 12. Online asynchronous.
This course explores ways that educators can address the diverse strengths and needs of students in today’s classrooms by developing and utilizing a instructional framework based on current information and practice related to differentiating instruction and universal design for learning. A focus of the course will be the use of existing and emerging technologies to assist and support the success of all students, including students with disabilities. Goals: Develop a basic understanding of the application of Differentiated Instructional Strategies Universal Design for Learning Assistive Technology to general education and special education practices for supporting all students within integrated learning environments. Learning Outcomes: Participants will explore current theory, tools and strategies related to best practice for: - developing a safe, supportive, inclusive classroom/school environment, - using strength/interest based approaches to learning, - using differentiated instruction including adjusting, compacting and grouping, - utilizing universal design principles adapted for learning environments, - using technology to address the needs of all students in the 21st Century, and - facilitating the use of Assistive Technology (AT) with students with cognitive, physical, sensory and/or social-emotional disabilities.
Participate in discussion forums related to materials that we will read, watch, and listen to in each module. Students are expected to complete at least two posts to discussion prompts or in reply to a classmates contribution to the discussion. At least one of those posts must be completed by Friday of each week. Reflect on technology tools or strategies for differentiating learning. New technology tools or strategies will be modeled or assigned for exploration with each module. Your reflections are your opportunity to think about how technology can support best practices for learning as you work with children in schools. Reflections can be posted in a private class blog or on your own public facing blog. You will be expected to read and comment on at least two of your classmates reflections each week. Complete all learning tasks within three modules. Each module will be two weeks long and contain learning tasks that focus on exploration, modeling and practice for the primary topics for the course. Module 1 Universal Design for Learning Module 2 Differentiating Instruction Module 3 Assistive Technology. Develop or Revise a unit of study for a diverse group of students, including students with disabilities applying strategies from your framework.
Final Grades will be determined based on the following percentage breakdowns, provided all course requirements are met to minimum satisfaction: Learning Tasks for Each Module 30 points Read, Watch, Listen, Discuss 30 points Reflections 15 points Development one unit of study using at least three strategies from DI, UDL and / or AT 25 points
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