Join us from January 22 – February 12! George Couros and I couldn’t be more thrilled to invite you to join our upcoming Instagram book study from January 22 – Feb 12, 2020, where we’ll discuss our book, “Innovate Inside the Box: Empowering Learners Through UDL and the Innovator’s Mindset.” The book study is intended to help you dig deeper into the ideas of the book and learn/model UDL learning strategies, encourage multimedia creation to actively reflect and create meaningful learning opportunities, and to use social media to build networks with other educators who are interested in innovation in education.
Today I had the opportunity to work with an amazing administrative team in the Del Norte School District on the northern coast in California. We were discussing the best entry points to teach high school staff about the importance of Universal Design for Learning (UDL) and providing all students with opportunities to become expert learners. We had an a-ha moment (think – fireworks in the brain!) and decided that a great place to start is the profile of a graduate. Sometimes called a portrait of a graduate or a vision of a graduate, “a graduate profile is a document that
A contribution from the brilliant Dr. Eric Moore. Moore is the Universal Design for Learning & Accessibility Specialist + Instructional Designer at the University of Tennessee as well as a practicing educational consultant and author of UDL Navigators in Higher Education: A Field Guide. Contact him directly at DREJMOORE@INNOSPIRE.ORG *** “Come the glorious day when all barriers went… y’know…. We’d just be people with impairments; we wouldn’t be disabled people anymore.” ~Laurence Clark When I was a middle school kid in the early stages of going deaf, I didn’t understand all of the cultural baggage and philosophical context associated with
George Couros and I are excited to announce the #InnovateInsideTheBox Book study, starting September 15, 2019, on Facebook. This book study will go over a 4 week period and is an opportunity to not only dig in deeper into the content of the book with us but will also be a space for people to share ideas and learn from one another as we focus on creating opportunities for purposeful learning for every one of our learners. This book study is one that you can do at your own pace, but also will encourage participants to create multiple means of representation
Recently, I shared a blog, “My Struggle with the Word “Disabled” and asked for others to share their perspectives. I am floored by the response. It is my goal, with permission, to elevate and celebrate the stories that have been shared with me. In this third installment in this series, I’m happy to share the perspective of Amy Boyden, an educator, a Momma, and an advocate for all students and UDL. I am chiming in because I found myself thinking about disability in a slightly different way this week. I was looking over a page of my own blog, a page
Recently, I shared a blog, “My Struggle with the Word “Disabled” and asked for others to share their perspectives. I am floored by the response. It is my goal, with permission, to elevate and celebrate the stories that have been shared with me. In this second installment in this series, Hillary Goldthwait-Fowles shares her thoughts on disability. Hillary is an Assistive Technology Specialist with 20 years of experience, an Adjunct Faculty Member at the University of New England, and the brilliant author of One Size Does Not Fit All: Equity, Access, PD, and UDL. Perhaps we do not want to
Recently, I shared a blog, “My Struggle with the Word “Disabled” and asked for others to share their perspectives. I am floored by the response. It is my goal, with permission, to elevate and celebrate the stories that have been shared with me. In this first installment in this series, I am incredibly honored to share the work of my dear friend, Joni Degner. Joni is half of the dream consultant team, DTour. Please read her perspective on the term “disabled” and how it has affected her personally. As someone who lived and functioned with no hint of disability for
If you’ve heard me present, you’ll hear me say, “It is not our learners who are disabled. It is our systems, our curriculum.” This is not to say that our learners don’t have disabilities because they do. Disability is a source of identity, pride, and civil rights. As a mom of a daughter with disability, I wouldn’t trade her, or her disability, for anything in the world. My struggle recently is whether disability and “disabled” are the same thing. By writing this post, I hope to continue difficult conversations about disability so as a field, we can get this right.
What is it about summer? Every year, I feel like I enter a wormhole in the beginning of June and SNAP, just like that, it’s a week until school begins. It’s mind-blowing how every year we get older, time seems to whoosh by us at an exponentially faster rate. When time flies, it’s very easy to put off what we define as important to us. Tomorrow. Next week. Next year. We are always delaying, procrastinating, putting-off. Our to-do lists lengthen, and they are often abandoned altogether as we enter cognitive overload and begin to cope by ignoring or giving up.
I had the great pleasure of giving a UDL Talk two weeks ago at the 2019 UDL IRN International Summit. I spoke about something that I think we all need to be more vocal about – our missteps, falls, mistakes, setbacks, and outright failures during UDL implementation. Implementation takes time, and I am not talking about a month or even a year. According to the National Implementation Network, we should expect full implementation to take more like four to seven years. And what is “full implementation” exactly? That’s when half of your staff is fully on board – just half.