Course+Information

Course Syllabus Course Description The purpose of this course is to explore evidence-based practices to meet the needs of diverse learners in the K-12 science classes. Federal law requires students with disabilities to have access to the general education curriculum; be educated alongside general education peers as much as possible; and progress toward core science standards assessed in grades 4, 8, and 11 in the state of Pennsylvania (IDEA, 2004; NCLB, 2001). This course will incorporate adaptations and assistive technology into curriculum and assessment to address the National Science Education Standards and the Pennsylvania Science Standards. Course Objectives > Course Text Teaching Every Student in the Digital Age: Universal Design for Learning by David H. Rose & Anne Meyer, ASCD, 2002 Available [|ONLINE]
 * Define Universal Design for Learning and identify its implications for the inclusive classroom.
 * Identify the 13 categories of disability and their effect on the acquisition of the K-12 science standards.
 * Describe a variety of assistive technologies available for classroom teachers.
 * Apply the principles of UDL to develop adapted curriculum that utilizes research-based strategies enabling diverse learners’ access to the science curriculum.

Grading Rubrics Discussions

taken from http://udlonline.cast.org/page/module1/l185/
 * ~ Criteria ||~ Unacceptable ||~ Basic ||~ Target ||
 * Quantity and timeliness || Reflection and/or comments to peers are not posted on time. || Reflection and/or comments to peers are posted or submitted on time. ||  ||
 * Reflect upon material presented and readings || Reflection submitted doesn't reference readings or activities and/or shows minimal or superficial consideration of the content nor considers them in relation to instructional practice. || Reflection submitted references the readings or activities OR shows consideration of the content in relation to instructional practice. || Reflection submitted references the readings or activities AND shows consideration of the content in relation to instructional practice. ||

Assignments http://udlonline.cast.org/page/module1/l186/
 * ~ Lesson Evaluation ||~ Minimal ||~ Basic ||~ Target ||
 * Identify elements of the lesson that correspond to bullets from the three UDL principles (representation, expression, engagement) || Demonstrates a weak or no understanding of elements of the exisiting lesson that correspond to the UDL principles (representation, expression, engagement) and bullets by omitting or misidentifying some or all of them. || Demonstrates a basic understanding of elements of the existing lesson and their correspondence to the UDL principles (representation, expression, engagement) and bullets by identifying some of them correctly. || Demonstrates a complete understanding of elements in the existing lesson that correspond to the UDL principles (representation, expression, engagement) and bullets by identifying most of them correctly. ||
 * Identify potential barriers in a lesson that prevent ALL students from learning || Demonstrates a weak or no understanding of barriers in instructional goals, methods, materials and assessments that prevent ALL students from learning. || Demonstrates a basic understanding of barriers in instructional goals, methods, materials and assessments that prevent ALL students from learning. || Demonstrates a complete understanding of barriers in instructional goals, methods, materials and assessments that prevent ALL students from learning. ||