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UDL in the Secondary Inclusive Classroom

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Kim Johnson-Harris

on 26 March 2017

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Transcript of UDL in the Secondary Inclusive Classroom

UDL in the Secondary Inclusive Classroom
Pre-service is a good place/time to learn UDL
After a brief verbal explanation provided by teacher, students looked for additional information on a Web-Quest, which had embedded supports for decoding and vocabulary. (MMR)
Learning activity was selected from several options. (MMAE)
Teacher is providing individual feedback. (MME)
One student has returned to the group after reaching behavioral goal. (MME)
Students worked on projects individually or in self-selected groups. (MMAE & MME)
Projects were chosen from a limited number of options. (MMAE & MME)
Teacher used the same rubric design to grade all projects and for students to monitor progress. (MMR & MME)
The problem...
Inclusion in general education at the secondary level is often ineffective.
A UDL study...
Multiple baseline design


few participants
2 middle schools
5 teachers
8 target students
UDL training & coaching
Implementation of UDL lessons
UDL lessons

Data collection


implemented daily
in one subject area
for 10 weeks
2 video cameras per classroom
UDL Fidelity Tool
UDL Social Validity Survey
Social Validity Survey
Created by researcher
Based on the TARF-R (Reimers, Wacker, & Cooper, 1991) and the IRP-15 (Witt, & Elliot, 1985).

Developed by researcher
Based on CAST principles (CAST, 2012)
UDL Fidelity Tool
Shapiro (2011)
Tool for collecting data on engagement
AET = Academic engaged time
PET = Passive engaged time
OT = Off task
TDI = Teacher directed instruction
Social validity results...
Teachers like UDL.
Teachers understand UDL.
Teachers think UDL can improve student engagement.
Teachers feel confident in their ability to design and implement UDL lessons.
Engagement results....
Treatment fidelity results...
Teachers think UDL is time consuming.
Teachers think UDL is uncomfortable.
Teachers think OTHER TEACHERS won't do UDL.
We know what works...
Teachers need support to adjust their paradigm OR to align their practices with their paradigm.
Teachers need support to learn skills (e.g., technology).
Teachers need support in planning and implementation.

Friend & Cook (2010)

The problem...
My study...
My tools...
The results...
What does it all mean?
feel unprepared.
adjust materials instead of instruction.
implement one-size-fits-all supports.
rely on lecture and print to represent information.
Heflin, & Bllock (1999)
Bulgren et al. (2006)
McCarthy. & Soodak (2007)
Michael, & Trezek (2006)
Dunn et al. (2010)
My observation over the last 10 years.
Incorporate content enhancements.
(Bulgren 2006; Dexter & Hughes, 2011)
Provide explicit instruction.
(Fuchs, & Fuchs 2001)
Teach executive functioning skills.
(Menzies, Lane, & Lee, 2009; Vanderbilt, 2005; Zimmerman, 2008)
Teach self-regulation skills.
(Johnson, & Reid, 2011)
Teach learning strategies.
(Boyle et al., 2003; Boyle 2010; Scruggs, Mastropieri, Berkeley, & Marshak, 2010)
Allow for choices!
(Denton, 2005)
Monitor progress.
(Stecker, Fuchs, & Fuchs, 2008)
(Vaughn, & Linan-Thompson, 2003)
Employ interactive learning techniques.
Daily coaching sessions in the mornings
Professional development:
real-time coaching
Knight (2009)
Establish a UDL paradigm.
Learn about UDL.
Learn about backward design lesson planning.
Practice UDL and backward design during field experiences (with coaching)

Brace for the school culture.
Brace for resistance from veteran faculty members.
Find a support system of constructivist teachers in school.

UDL lessons did seem to foster sustained involvement, exertion of effort/concentration, and positive emotions.
UDL... "hype" preceded research
(CAST, 2012)
(Edyburn, 2010)
4 of 5 teachers had zero overlapping data points from baseline to treatment condition.
inconclusive due to lack of implementation fidelity
Backward lesson plan design
(McTighe, & Wiggins 1999)
(Skinner & Belmont, 1993)
Kim Johnson-Harris
For teacher education....
Incorporate UDL principles into instruction.
Present information in multiple ways.
Provide customizable supports.
Provide options for learning activities.
Provide options for assessments.
Support executive functioning.
Support interest and effort.
Interactive activities
Project-based assignments
In order to make a change, one must plan for it.
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