The Opportunity for Inclusive Learning in a Pandemic

Purpose & objective

1. Participants will be able to describe the key principles of Universal Design for Learning: multiple means of engagement, action and expression, and representation.

2. Participants will be able to identify scalable ways in which they can apply the principles of UDL to teaching in an online or blended learning environment across PK-12 by listening to examples from PK-12 and higher education.

3. Participants will be able to see in action, and evaluate specific practices, by teachers and students by listening and looking at lessons, assignments, and engagement ideas from a panel of experienced educators.

Outline

1. Introduction: the opportunity and the why
2. Stories: two PK-5th grade educators; one 6th-12 grade educator; one higher education professional. The stories will reflect high and low tech approaches, challenges with access to technology, the strengthening of relationships with families and paras, and lessons from higher education that can be applied to remote learning.
3. Sharing: hearing from folks in the room about what has worked for them
4. Next Steps: where do we go from here?

Supporting research

Burdette, P. J., & Greer, D. L. (2014). Online Learning and Students with Disabilities: Parent Perspectives. Journal of Interactive Online Learning, 13(2).

Cavanaugh, C. S., Barbour, M. K., & Clark, T. (2009). Research and practice in K-12 online learning: A review of open access literature. International Review of Research in Open and Distance Learning, 10(1), 1-22.

Coy, K., Marino, M. T., & Serianni, B. (2014). Using universal design for learning in synchronous online instruction. Journal of Special Education Technology, 29(1), 63-74.

Gemin, B., Pape, L., Vanshaw, L., & Watson, J. (2015). Keeping pace with K-12 online & blended learning: An annual review of policy and practice. Evergreen, CO: Evergreen Education Group.

Meyer, A. & Rose, D.H. (2005). The future is in the margins: The role of technology and disability in educational reform. In D.H. Rose, A. Meyer & Hitchcock (Eds.), The universally designed classroom: Accessible curriculum and digital technologies (pp. 13-35). Cambridge, MA: Harvard Education Press.

Smith, S. J., & Basham, J. D. (2014). Designing online learning opportunities for students with disabilities. Teaching Exceptional Children, 46(5), 127-137.

Thompson, L. A., Ferdig, R., & Black, E. (2012). Online schools and children with special health and educational needs: Comparison with performance in traditional schools. Journal of Medical Internet Research, 14(3), 1-9. doi:10.2196/jmir.1947

Vasquez, E., & Serianni, B. A. (2012). Research and practice in distance education for K-12 students with disabilities. Rural Special Education Quarterly, 31(4), 33-43.

Vasquez III, E., & Straub, C. (2012). Online instruction for K-12 special education: A review of the empirical literature. Journal of Special Education Technology, 27(3), 31-40.