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.
Like all industries, the education industry loves alphabet soup. We could list acronyms for days, but there are two that our drawing our attention today: MTSS and RTI.
If you’ve had a chance to review the UDL Progression Rubric, you probably recognize that UDL isn’t a framework that you can implement overnight. It takes years – not weeks or months – to reach expert level and it’s easy to see how anyone, even the most experienced teachers, could get overwhelmed. For those just getting started, evaluating where you are in the UDL implementation process on a checkpoint by checkpoint basis might simply be too much. When Melissa Toland of Ocean View School District reached out suggesting a simplified version for the time-strapped or overwhelmed teacher, I was totally
See in English Translation by Juan Gallardo Proporcionar múltiples medios de motivación; proporcionar múltiples medios de representación; proporcionar múltiples medios de acción y expresión. Con solo un vistazo, es fácil interpretar los tres principios del Diseño Universal para el Aprendizaje (DUA) por lo que son: ofrecer opciones a los estudiantes. Parece fácil. Sin embargo, si todo lo que hacemos es ofrecer opciones apenas estamos rozando la superficie de lo que es la implementación del DUA a escala completa. Cuando el DUA se implementa en todo su potencial, nuestros esfuerzos se traducen en aprendices expertos: estudiantes que tienen un propósito y
We are so thrilled to announce our first online course, Universally Designing the PreK – Grade 2 Classroom, is open for enrollment. Here at Novak Educational Consulting, we have always believed that educators deserve the same amazing educational experiences as their students. But as a practicing administrator, I also understand and recognize that it’s sometimes hard to provide the level of professional development and support teachers really need to nurture them through the process of implementing new programs, tools, and frameworks in their classrooms. We wanted to do something to supplement the professional development and implementation support teachers have access
Provide multiple means of engagement. Provide multiple means of representation. Provide multiple means of action and expression. At a glance, it is easy to interpret the three principles of Universal Design for Learning (UDL) for what they are: offering options to students. It seems like a simple feat. But offering choice is just skimming the surface of full-scaled UDL implementation. When UDL is done well, its efforts result in expert learners: students who are purposeful and motivated, resourceful and knowledgable, strategic and goal directed. When you examine this – the end goal of UDL – it’s clear that you will
The question may seem like a simple one on the surface: How does asking students to write using word counts or paragraph numbers as success criteria support expert learning through the UDL framework? When my colleague, Joni Degner, recently forwarded an email posing this question, it gave me pause. Why do we so regularly impose writing limits on students? 1000 words. 5 paragraphs. 3000 characters. She wanted fellow UDL experts to weigh in, and we did. For starters, none of us found any research that supported the idea of using word counts or other writing limitations when assigning lessons. But