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Activity for UDL

Page history last edited by Lara Malpass 9 years, 7 months ago

(Nolet & Mclaughlin, 2005)

Definition of the different processes in learning material.

Executive processes: this is the regulation of the thinking processes and behavior processes.  This is the process where students learn to apply different study skills and learning strategies.

Senses: is attention and recognition

Sensory memory: has a very limited capacity whereas in this memory information is only held for 5 seconds and therefore needs to be transferred to working memory very quickly.

Working memory: also has a very limited capacity where information is held here for 7 seconds and thus needs to be transferred to long term memory quickly.  This memory interacts continually with long term memory when students need to retrieve information and draw connections between previous knowledge and new information. It is essential for students to draw connections with new knowledge and previous knowledge

Using Figure 3.1 above consider the relevance of this model and the concept of access to the curriculum for the following children for discussion among teachers.  Teachers need to consider for a particular student with a disability where might they encounter difficulties in processing information and where they might need supports.:

 

  1. A third grader with significant emotional disturbance with grade level skills. 
  2. A sixth grader with dyslexia who reads independently at the third grade level.
  3. An eleventh grade student with mild mental retardation and fourth grade level skills.

 

Discuss either as a class or in pairs what type of accommodation or modification you will need to provide for the following students to allow them to get new information in long-term memory.  Think about what accommodation or modifications you will need to provide for the student in order to get information in the long-term memory.  Students with different types of disabilities will need help with certain stages depending on the disability.

 

Possible answers:

1.     This student will have particular difficulty filtering stimuli from the external environment. This student will possibly need a quiet room to study and a well structured classroom and day.

2.     Adequate supports will need to be given to this student for them to get from working memory to long term memory.  Dyslexics are slower readers and therefore often times when they read a sentence by the time they get to the end of they forgot what they read at the beginning of the sentence.  Supports will need to be provided when this student is asked to comprehend information.  Examples of supports include books on tape, reading aloud to this student and questions along the way to ensure the student is comprehending. 

3.     This student will probably need supports in all processes.  Particularly teachers will need to help this student with going back and forth between working memory and long term memory.  This might include asking leading questions to access information.

Show these videos to show best practices in using universally designed curriculum

 

Grade six science class

http://www.udlcenter.org/screening_room/udlcenter/guidelines#video4

 

Grade one math class

http://www.udlcenter.org/screening_room/udlcenter/guidelines#video2

 

Grade five English Language Arts class

http://www.udlcenter.org/screening_room/udlcenter/guidelines#video3

 

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