Student Guide Corner

I've heard that refrain numerous times. "But... he doesn't want to be seen as different." It's usually uttered in response to specific technology recommendations offered during the IEP team process. The team typically nods their head in agreement; after all, it is a priority that the student completes school tasks in the same manner as their peers, or uses the same school tools as their friends.(Or is it?) Unfortunately, I realize another team is unaware of Universal Design for Learning principles.  If they understood UDL, they would appreciate the importance of offering MULTIPLE methods of engagement, presentation and expression. Instead, they are sticking to the "one size fits all" approach, an approach which fails to meet the needs of all learners. It's an approach that allows teams to agree, "He doesn't want to be seen as different." My challenge to the team is to change the culture, don't let the student be seen as different...

A new opportunity to highlight the best in education is now available. It�s CAST�s 25th anniversary! To celebrate, we feature great UDL implementation in the field through the UDL Spotlight. Want to nominate a Spotlight? Then nominate people or programs that embed UDL (Universal Design for Learning) principles in their classrooms. When UDL is effectively incorporated, it transforms learning, engages everyone and allows all learners opportunities to successfully demonstrate what they have learned. When we call attention to the best engaged, active learning and provide the tools that promote it, ( UDL Guidelines , UDL Curriculum Self-Check , and Learning Tools ), then we will start a ripple effect that spreads throughout our schools for the benefit of all our students. Look around you. Is there anyone or any program you believe is nomination-worthy? Head over to the CAST website and spotlight the achievement so that we can all learn from each other. And Happy 25th Anniversary, CAST!

Independence. Too often, independence is an elusive concept in our schools. Why? Because we believe we are accomplishing more when we provide students on IEPs with one-to-one adult supports who scribe for students and read the grade level material when the student is unable. What results? Unfortunately, learned passivity and DEPENDENCE. Is this FAPE, Free, Appropriate Education? If a student doesn't get it when the adult reads the material to him, how likely are they to ask the adult to repeat it? How appropriate is it when a student never has the opportunity to produce written work independently? How can we overcome this? A paradigm shift in how we view disability and accommodation must occur: 1. It is time to end the remediation vs. compensation battle and declare a truce. The emphasis on remediation at the expense of accommodation must stop. Instead, remediation MUST be COMBINED with compensation to accommodate for learning challenges if our students are to feel a sense of c...

IF we immediately stopped buying textbooks, AND used some of the strategies here , AND, IF we cancelled all copying machine rental contracts, all laminating machine and most paper purchases AND used curriculum resources from Larry Ferlazzo selected by subject area, free resources from the Net for (Special) Education by Paul Hamilton , the free UDL resources here at CAST , and the Free Technology Toolkit for UDL in All Classrooms , THEN , we would end the school budget crisis TODAY and make the curriculum accessible to 99% of all students, including those with learning, cognitive and physical disabilities. Reducing unneccessary budget expenditures while removing the obstacles to learning and shifting instructional methods away from textbooks, lecture and print-based materials (which no research has validated as superior methods) provides money for actual learning. Do you have a better solution? photo credit: http://www.flickr.com/photos/tracy_olson/61056391/

Too often we define students as learning disabled when, in fact, it is the instructional method that causes the disability. Now is the time to reframe how we view ability and disability. The Future is in the Margins: The Role of Technology and Disability in Education Reform by Rose & Meyer (CAST) - Differentiated use of media for instruction reveals that individuals who are defined as "learning disabled" within print-based learning environments are the not same individuals who are defined as "learning disabled" within video - or audio-based learning environments. Such revelations splinter the old categorical divisions between "disability" and "ability" and create new descriptors that explicitly recognize the interaction between student and environment in the definition of strengths. Think about your instructional tools - are you offering a variety of methods to engage students, or are you methods causing frustration? Are you offering a var...

Thought for the Day: Just because you taught it, doesn't mean they learned it. What did you do to ensure success today? How did you promote understanding of all concepts with your students? Did you consider differentiating instruction to meet the varying abilities and learning styles? Did you offer multiple methods of engagement, presentation of materials and demonstration of what they learned? If so, I commend you. If not, I highly recommend spending time at CAST.org . Your students will benefit.