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= Welcome to Mr. D's = = __Universal Design for Learning Wiki __ =

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According to the CAST (Center for Applied Special Technology) UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn. The idea is to not focus on the child, but to focus on changing the educational environment and curriculum so that all children have the opportunity to learn the way that suits their preferential learning style. Today's classroom features a range of learning abilities and styles, but with technology, content can be presented in different ways and students can meet objectives in different ways. The technology increases the motivation to learn and student success is the end result. The inspiration for UDL comes from architecture and attempts to create an environment that is usable by all without modifications. ======



What is the role of technology in UDL?
"Using technology is a motivating way to simultaneously develop academic, social, career, functional, and technological skills," (Salend, 2009). There are so many web 2.0 tools that are free that allow the application of UDL in all classrooms. Technology is the best way to remove obstacles from my struggling learners and gives them all a chance to succeed. Technology gives teachers the ability to individualize education as well as instructional methods, assessments, and materials for individual students. As new technologies and curriculum is developed, they should be flexible enough to accommodate unique learning styles

Free Technology Toolkit for UDL in all classrooms: http://udltechtoolkit.wikispaces.com/. An amazing collection of apps, AudioBooks, Free Text to Speech, graphic organizers, study skill tools, literacy tools, writing tools, collaboration tools, research tools, math tools, handwriting help, and additional UDL resources.

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What is the potential impact of UDL's effects on Reedsville Elementary School?
UDL would impact student learning because students are more receptive to the concepts they learn in the classroom. Technology increases engagement and excitement to learn (self-motivation increases and students become self-directed learners). Teachers like UDL because student barriers for learning are reduced and lessons are engaging and meaningful for all students and grades are higher. Administration prefers UDL because the test scores improve for all students. If Reedsville Schools would invest the resources into technology and teacher training in UDL, every student's school experience would be individualized and their success would follow.

What does brain research tell about learning differences?
Recent research in neuroscience shows that each brain processes information differently, [|www.cast.org]. The Center for Applied Special Technologies (CAST) identified three primary brain networks and the roles they play in learning.

Meeting the needs of diverse learners
UDL is a great way to get all of my students involved; race, gender, or intelligence does not matter. UDL provides me the tools to overcome barriers and to help my students learn in an environment that sets them up for success. Teachers can provide different learning strategies, experiences, and perspectives, including opportunities for interaction and collaboration.

===2. Strategy Tutor - An online tool that supports students and teachers doing reading and research on the Internet, ages 10 and up. Strategy Tutor helps students read, research, collect and understand information better and more efficiently. For teachers, Strategy Tutor provides a way to easily create web-based lessons embedded with research-based, highly effective learning strategy and vocabulary supports.===

3. Lesson Builder - This tools provides an opportunity for teachers to write, search for, and use online UDL lessons that incorporate flexibility and options for student success.
__Resources:__ //Background of udl//. (2009, December 4). Retrieved from [] Center for Applied Special Technology. (2009). UDL guidelines, version 1.0 retrieved from __http://www.udlcenter.org/aboutudl/udlguidelines.__ Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional Children, 41(6), 48-58. Retrieved from Academic Search Premier Database.