(EDI 379) Universal Design for Learning - Secondary
Syllabus of Record
Course Description: Universal design for learning is a means of improving students with special needs access to the general-education curriculum. Candidates will learn universal design principles regarding multiple means of: representation, engagement, and expression and instructional practices specifically designed for secondary classrooms. Offered every semester. Prerequisites: EDI 330 or EDI 331; EDF 310, EDR 320 or EDR 321. All may be taken concurrently.
Credits: 3
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.
Unit and Program Standards:
Common Unit Standards: Michigan Department of Education (MDE), National Council for the Accreditation of Teacher Education (NCATE)
Standards for Initial Programs Preparing Teachers: Interstate New Teacher Assessment and Support Consortium (INTASC); Council for the Social Foundations of Education (CSFE)
Course Standards and Common Assessments:
Course Outcomes and Standards
§ INTASC Standard 2: Student Learning
§ INTASC Standard 3: Diverse Learners
§ INTASC Standard 4: Instructional Strategies
§ INTASC Standard 7: Planning Instruction
§ INTASC Standard 8: Assessment
§ INTASC Standard 10: Collaboration, Ethics, and Relationships
Common Assessment
Universal Design for Learning Project
Major Topics:
§ Special Education Policy and Procedures
§ Response to Intervention
§ Universal Design for Learning
§ Accommodations and Modifications
§ Positive Behavior Support
§ Collaboration and Co-teaching
§ Unit and Lesson Planning
§ Vocabulary and Concept Instruction
§ Explicit and Strategic Instruction
§ Curriculum-Based Measurement
§ Cooperative Learning and Peer Tutoring
Course Knowledge Base:
Boyle, J. & Scanlon, D. (2010). Methods and strategies for teaching students with mild disabilities. Belmont, CA: Wadsworth.
Bulgren, J. A, Schumaker, J. B., & Deshler, D. D. (1993). The concept mastery routine. Lawrence, KS: Edge Enterprises.
Deshler, D. D. & Lenz, B. K. (1989). The strategies instructional approach. International Journal of Disability, Development, & Education, 36(3), 203-224.
Deshler, D. D. & Schumaker, J. B. (1988). An instructional model for teaching students how to learn. In J. E. Zins & M. J. Curtis (Eds.), Alternative educational delivery system: Enhancing instructional options for all students (pp. 391-411). Washington, DC: National Association of School Psychologists.
Ellis, E. S. (1992). LINCS: A starter strategy for vocabulary learning. Lawrence, KS: Edge Enterprises.
Ellis, E. S. (1998). The framing routine. Lawrence, KS: Edge Enterprises.
Fisher, J. B. (1999). Mediating the learning of academically diverse groups of students in content-area courses. In K. Harris, K. Pressley, S. Graham, & D. Deshler (Eds.), Teaching every adolescent every day: Learning in diverse schools and classrooms (pp. 240-290). Cambridge, MA: Brookline.
Fisher, J. B., Schumaker, J. B., & Deshler, D. D. (1996). Searching for validated inclusive practices: A review of the literature. In E. L. Meyen, G. A. Vergason, & R. J. Whelan (Eds.), Strategies for teaching exceptional children in inclusive settings (pp. 123-154). Denver, CO: Love.
Hudson, P., Lignugaris-Kraft, B., & Miller, T. (1993). Using content enhancements to improve the performance of adolescents with learning disabilities in content classes. Learning Disabilities Research & Practice, 8(2), 106-126.
Joint Committee on Teacher Planning for Students with Disabilities. (1995). Planning for academic diversity in America’s classrooms: Windows on reality, research, change, and practice. Lawrence: The University of Kansas Center for Research on Learning.
Lenz, B. K., Alley, G. R., & Schumaker, J. B. (1987). Activating the inactive learner: Advanced organizers in the secondary content classroom. Learning Disability Quarterly, 10, 53-66.
Lenz, B. K., Bulgren, J. A., Schumaker, J. B., Deshler, D. D., & Boudah, D. A. (1994). The Unit Organizer Routine. Lawrence, KS: Edge Enterprise.
Lenz, B. K., Marrs, R. W., Schumaker, J. B., & Deshler, D. D. (1993). The Lesson Organizer Routine. Lawrence, KS: Edge Enterprise.
Palincsar, A. S., David, Y. M., Winn, J. A., & Stevens, D. (1991). Examining the contexts of strategy instruction. Remedial & Special Education, 12(3), 43-53.
Scanlon, D., Deshler, D. D., & Schumaker, J. B. (1996). A strategy for students in inclusive classrooms to organize and represent content. Learning Disabilities Research & Practice, 11, 41-57.
Scanlon. D., Schumaker, J. B., & Deshler, D. D. (1992). The order strategy: Teaching strategies by osmosis. Unpublished research manual, University of Kansas - Center for Research on Learning, Lawrence.