Universal+Design

=[|Universal Design]= Universal design is an education method of creating a curriculum that all students have the capacity to learn, and have access to materials to suit their exceptionalities. The concept of Universal Design is not limited to helping just children with exceptionalities, but rather a benefit to everyone. To better understand the core idea behind Universal Design a first person video of this concept can be watched here: ( [|video])
 * Equitable Use- Don't allienate from the start. Instead start everyone on the same playing field, then reflect to make modifications.
 * Flexibilty in Use- Make options clear and available for students to learn the course work.
 * Simple and Intuitive Presentation- Don't clutter the lesson with complicated and benign matrials. Make it accessible to everyone.
 * Perceptible Presentation- Present the same matrial in several redundant forms such as, visual, verbal, pictorial, and tactile.
 * Tolerance for Error- Minimize the chance for error, and make arrangements to avoid failure.
 * Appropriate Size and Space- Provide clear points for important information, and allow adequate space for the use of adaptive devices(example or link here).

**__Structuring the Classroom__**
One of the first questions a teacher must ask him/herself is, "what does classroom structure mean to me"?


 * //Universal design requires srtucturing of the physical classroom as well as its content//**. Universal design also requires an enourmous amount of self-evaluation. This should be done frequently to allow an oppurtunity to understand the means for a successful class full of children with different learning levels. The Bender Classroom Structure Questionnaire (BCSQ) could very helpful in this process of self evaluation. The Questions found in the BCSQ can allow you to see the teaching techniques that you use most often and whether they are working like you want them to. The results could also lead you to other techniques that could be more helpful.

Here are some questions to reflect on > Homogeneous or Heterogeneous
 * How is my seating arrangement working?
 * Do I have learning centers?
 * Are my electronics distracting?
 * How am I grouping students?
 * Are you alternating groups?/ Do you need to alternate groups?
 * How am I organizing instructional time?
 * How are my students responding to my methods

"Considerations of room organization for both inclusive general education and special education classes must be guided by concerns about the need to differentiate instruction."

One of the more popular classroom structure models is the **__Learning Center Model__** This model allows a teacher to address the needs of the diverse class that they are assigned. It is important the materials in each station is labeled properly and the students knows what is expected of them to make sure the learning is taking place and done so efficiently. This can easily be done by the teacher placing task cards at each station for the groups or individual students.



An important part of this structure is to assign room and time for students to be able to come together and perform "group" activities. This allows the students to get some "general" education experience with his/her fellow students. Unfortunately not all classrooms will have the space to accomplish this though.

**__The Responsibility Strategy__**
This technique allows the educator to redirect personal power. Personal power trickles into every facet of teaching. The redirection supplies confidence, clarity, and renewed interest in the classroom. A research based example had emotionally disturbed children placed in a situation of controlled authority to allow for a certain sense of responsibility or "bragging rights", which created a sense of positive empowerment. The idea of bragging rights will soon morph into an intrinsic motivation to succeed. A more detailed look into [|intrinsic motivators]can be found at this site.

Student partnerships and peer tutoring vies for center bragging rights, and supplies the student with a different perspective. Wearing the shoe on the other foot is a great way to cultivate intrinsic motivation, because experience is always a great way to garner a larger, more broad view of the world. This theory most certainly applies to reaching an intrinsic motivation for success. Intrinsic motivation stems from an emergent interest. Including these interest into for behavioral modifications are crucial. Working with [|behavioral modifications] to exploit a sense of responsibility or "bragging rights" can be a challenge, but the link above offers clear examples of how to identify and build on those difficulties.



__Ten Tactics to Foster Attention__

 * 1) //Use a highly structured classroom -// break down the room geographically so the studnent know which type of work they will be doing in each area.
 * 2) //Display classroom rules -// Post a set of 3-5 positively stated rules to refer to when students misbehave.
 * 3) //Post a daily schedule -// Helps students with exceptionalities understand what they are expected to do throughout the class.
 * 4) //Train on class cues -// Using a bell, cards or a verbal command to bring students to where they need to be.
 * 5) //Use two desks -// Allows students that feel the nees to move around during class to move to another desk they can use and refouce their attention.
 * 6) //Use// //intentional distractions -// Allowing students with hyperactivity issues to have something to do with their hands (i.e. a pen and cap) so not to distract the rest of the class.
 * 7) //Keep desks clear -// Allow only the materials necessary for the task at hand.
 * 8) //Visually monitor students -// Arrange the classroom so that all of the students and their work is visible.
 * 9) //Provide color organizers -// This will benefit all students trying to organize their work.
 * 10) //Use peer buddies -// Helps give teachers a sense of whether all students are ready to move on to the next topic.

__Ten Tactics for Structuring the Lesson for Students With Learning Disabilities__
>
 * 1) //Provide clear directions -// Clear, simple instructions.
 * 2) //Develop a lesson activity outline -// Allows students to focus on what will come next.
 * 3) //Develop tiered activities -// Different ways for students to learn the material.
 * 4) //Plan for frequent breaks -// Allows for students with hyperactivity short breaks to release energy and refocus.
 * 5) //Use physical activities -// Students learn better when they can physically practice something.
 * 6) //Use clear worksheets -// Make sure instructions are clear, concise and able to be altered for students with exceptionalities.
 * 7) //Decrease task length -// Adjust the workload for students with exceptionalities.
 * 8) //Check assignments notebook -// Track the notebooks that students complete their assignments in.
 * 9) //Develop alternate assessments -// Find other ways to assess students' knowledge of subjects besides straight tests.
 * 10) //Turn to your partner and explain -// Students that can teach the material understand the material.

__Differentiated Instruction__
Another important component of universal design that seems to already have a contradiction in its name is differentiated instruction. It is imperative that you have several ways for students to learn and practice their lessons to fit their learning styles. You also do not want the advanced students to become bored so you want to have enrichment activities built into the end assignments for them to move on to.

__[|Toolbelt Theory]__
We all use tools in our everyday lives, and they are becoming more and more convenient as technology advances. We want to be able to utilize this availability of options for our students. A good way to asses what your students may need is the **TEST** method**:** By taking all of these factors into consideration, you can be better equipped in deciding which tools and technologies listed below.
 * **//T//**ask
 * **//E//**nvironment
 * **//S//**kills
 * **//T//**ools

__**Teaching with Assisted Technologies**__
Using assisted technologies to help the learning disabled is a great way to foster a more enriched and comfortable learning environment. Assisted technologies are not only beneficial to the student, but also to the instructor. Teaching Tactics and Tools //Text to Speech// //Math// //Study Skills//

**__The Self Monitoring Strategies__**
 Self-monitoring is a strategy that suggests that students take personal responsibility for their learning. This idea is a contrast to the traditional methods of teaching in which teachers are active and the students are passive and receive the education given to them. The idea of self-monitoring is a part of the idea of universal design. The reason a self-monitored approach to education is recommended for students with learning disabilities is because often these students would become distracted or uninvolved in the learning process when it was teacher driven. In this concept of self-monitoring, students begin by planning a task. The students are personally responsible for their learning and completing the task they planned. Modern research on the brain stresses the importance of using the brain functions that are involved in planning and undertaking a task rather than focusing on the skills that are specifically involved in doing the task. Students should reflect on what the task requires and how the task can be accomplished. In short, students must take an active and authoritative role in the learning process and their behavior in order for learning to be a successful endeavor for the students. Students must have a willingness and motivation to learn in order for a teacher to be able to teach. The self-monitoring strategy addresses this idea by giving the students an active role in the learning process and their classroom behavior. The self-monitoring strategy also allows for a stronger relationship between the teacher and student. The teacher is able to provide the student with more responsibility for their learning which in turn, is seen as a sign of respect for the student on the part of the teacher. The self-monitoring strategy also teaches the student attention skills and how they can learn how to discern information in the lesson based on the task they have to complete. Rather than the teacher giving the students the information they need, the student takes an active and personal role in the learning task.

**Self-Monitoring for Attending Behavior**
The first use of self monitoring strategies should be in teaching students with learning disabilities how to pay attention. The training procedure can be done in the general education classroom or the special education classroom. The process for teaching this skill is as follows:  
 * 1) Identification of the Student – The teacher must first identify the type of student and choose the correct strategy for that student’s individual learning and personality style.
 * 2) Components of the Self-Monitoring Tactic – Students must constantly be asking themselves – “Was I paying attention?” This can be achieved using a “record sheet” or a cue to bring the student to task.
 * 3) Initial Instruction in Self-Monitoring – The teacher is recommended to actually spend instruction time on how to pay attention. It should be taught as a step-by-step approach to the students.
 * 4) Weaning Procedures – Throughout the process the teacher must begin weaning the cues off of the student since this should be a habit rather than an elicited response. The first component to be weaned should be the tape cue, than the recording sheet. Throughout this procedure, the teacher should constantly be praising the student.



**Efficacy Research on Self-Monitoring of Attention**
Research shows that this procedure works in all grade levels and in both special education and general education classrooms. Due to the flexibility of this strategy, it is a recommended strategy for differentiated classrooms in most school settings. This strategy can be taught in groups and can improve the attentiveness of any learning disabled student. This method can improve the attentiveness of students even when they are on medication to address attentiveness, beyond the effects of the medication.

**Self-Instruction for Increasing Appropriate Behaviors**
The self-monitoring technique, in addition to attention improvement, can also be used to improve classroom preparedness and decrease inappropriate behavior.