In module 1 you’ll learn what UDL is and what it is not. You will recognize it as a system change that embraces equity and inclusion (not just another initiative!).
UDL requires us to shift conventional thinking about instruction - to remove barriers, embrace learning variability and eliminate the myth of the average student. You will also discover that barriers are found in the learning environment and not the students.
UDL and AT are perfect partners. When UDL is in place, a student with a
disability may find that the barriers he experienced in previous settings are
removed, negating the need to identify and use additional tools or supports.
We’ll also challenge our understanding about AT (what are facts? what are myths? what are the legal requirements?) in order to build our common set of beliefs about supporting our students with disabilities. Finally, we’ll explore the different ways
we talk about and refer to technology in an educational environment and their purpose in the classroom for both teachers and students.
In this session we’ll explore our tiered approach that has at it’s core universal design and site or team-based decision making to support broadening the range of strategies and tools our students with disabilities have access to. We’ll also explore a variety of continuums that exist when we’re talking about AT (levels of tools, strategies and supports provided to students.) We’ll also ground ourselves in the AT Consideration process, which is a team-based approach for decision-making around assistive technology needs and a requirement for every student with an IEP.