Universal Design for Learning: Ashley Wilkirson
Ashley Wilkirson
Within the study, Teaching Elementary Students With Multiple Disabilities to Participate in Shared Stories, researchers evaluated how a combination of techniques, such as AAC (augmentative and alternative communication) and UDL (Universal Design for Learning), would benefit students with multiple disabilities improve in literacy. One option that the teacher utilized was putting the names of the students in the books to give them a stronger sense of connection to what they are reading. Another technique the teacher used was placing pictures in the story so that they could see what they were reading. Each book had different and similar alterations made to build the three students' reading capabilities.
I would use the adaptations that the teacher used in this study, because it was reported at the end of the study that the students showed various amounts of improvement. I would use the adaptations, like putting pictures with each sentence, shortening up the stories so it is not overwhelming, repetition of key words and phrases, including the name of the student(s) in the passage in place of the original main character's name, etc. In addition to using the adaptations, I would also take into account some of the suggestions and comments made at the end of the study, such as the use of UDL makes a difference and that team planning with UDL helps too. Overall, I would use what I have learned from this study to differentiate for my students. While I know not all of these techniques may work, I can still utilize what does work for my students and build from there.
References:
Browder, D. M., Mims, P. J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2008). Teaching Elementary Students With Multiple Disabilities to Participate in Shared Stories. Research & Practice For Persons With Severe Disabilities, 33(1/2), 3-12. Retrieved from http://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=20a4a865-b9bd-4196-b6fd-50f9bacb543b%40sessionmgr4007
Universal Design for Learning
Within the study, Teaching Elementary Students With Multiple Disabilities to Participate in Shared Stories, researchers evaluated how a combination of techniques, such as AAC (augmentative and alternative communication) and UDL (Universal Design for Learning), would benefit students with multiple disabilities improve in literacy. One option that the teacher utilized was putting the names of the students in the books to give them a stronger sense of connection to what they are reading. Another technique the teacher used was placing pictures in the story so that they could see what they were reading. Each book had different and similar alterations made to build the three students' reading capabilities.
I would use the adaptations that the teacher used in this study, because it was reported at the end of the study that the students showed various amounts of improvement. I would use the adaptations, like putting pictures with each sentence, shortening up the stories so it is not overwhelming, repetition of key words and phrases, including the name of the student(s) in the passage in place of the original main character's name, etc. In addition to using the adaptations, I would also take into account some of the suggestions and comments made at the end of the study, such as the use of UDL makes a difference and that team planning with UDL helps too. Overall, I would use what I have learned from this study to differentiate for my students. While I know not all of these techniques may work, I can still utilize what does work for my students and build from there.
References:
Browder, D. M., Mims, P. J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2008). Teaching Elementary Students With Multiple Disabilities to Participate in Shared Stories. Research & Practice For Persons With Severe Disabilities, 33(1/2), 3-12. Retrieved from http://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=20a4a865-b9bd-4196-b6fd-50f9bacb543b%40sessionmgr4007
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