Topic6

= Learning Topic 6: = = Inclusion for All Learners =


 * Learning Activities: ||  || 6.1 ||   || 6.2 ||   || 6.3 ||   || 6.4 ||   || 6.5 ||   || 6.6 ||   ||

Background/Rationale
There is misconception in the belief that all students have an equal opportunity to a free public education. Many issues challenge this opportunity for children such as learning disabilities, English language barriers, emotional or behavioral problems, lack of interest or engagement, sensory and physical disabilities, or the disparity of Internet and technology access. There is a need to have a deeper discussion to determine how to create equitable rather than equal opportunities for all students. Universal Design provides guidelines to respond to this dilemma. Its commitment to flexible goals, creative instructional methods, multi-faceted materials, relevant assessments and differentiated instruction provides a road map for meaningful reform. Equal access to technology is also a major stumbling block to equity in education. A review article in Education Week (Dividing Lines, 2001) neatly summarizes this issue.

//Inequities in the availability of computer technology and Internet access still exist. But rather than one single, gaping divide, what the nation’s schools are grappling with is more a set of divides, cutting in different directions like the tributaries of a river. And, increasingly, those inequalities involve not so much access to computers, but the way computers are used to educate children (p. 10).//

Closing the digital divide(s) is more than providing access to computers and the Internet; it's about providing all the opportunities for learning that technology affords to all the students.

Learning Outcomes/Objectives
At the end of this Learning Topic, you will be able to:
 * Examine the components of Universal Design for Learning Guidelines and communicate the guidelines to others in newsletter form (research & written activity)
 * Examine the “divides” in providing equal access (learning activity, research)

Readings and Research
Warschauer, M., Knobel, M., & Stone, L. (2004). Technology and equity in schooling: Deconstructing the digital divide. Educational Policy, 18(4), 562-588. DOI: 10.1177/0895904804266469 []

Research the following:
 * Digital Divide
 * Digital Equity
 * Technology Equity
 * Technology Inclusion
 * Universal Design for Learning

Field Experience
See Activity 1.

6.1: Inclusion for all Learners
//**Context:** Inclusive education is a process of removing barriers and enabling all students, including previously excluded groups, to learn and participate effectively within general school systems. How is inclusion happening in your schools in terms of instruction and technology?//


 * Task Description – Field Experience (1 hour)**
 * Step 1:** Visit a school and/or use your observations in your own school or other schools you have visited to participate in the discussion forum to answer the following questions:
 * How are schools you have observed address the issue of inclusion for all students?
 * How are teachers utilizing the technology with the different student groups throughout the school?
 * What student groups are accessing the technology at you school?
 * In the schools, which groups have the “best” technology and which groups have the “old” technology?
 * How can schools make access to technology equitable for all students in their schools?


 * Step 2:** Post your Field Experience responses to the Discussion Forum on Topic6 Student Page for this activity. Read and respond to two or more of your colleagues’ postings.
 * Be sure to add an entry in your Field Experience Log.**

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6.2: UDL Research & Newsletter
//**Context:** Universal Design for Learning (UDL) is a framework for planning lessons that enables all students to gain knowledge, skills, and enthusiasm for learning. UDL provides support for learning and reduces barriers to the curriculum while maintaining high standards for all.//

//While communication is moving more towards being web-based, many schools in the real world still rely on the print medium to communicate information between teachers. As a technology specialist you may still need to produce professional-looking print documents when communicating with teachers and parents. This activity provides you the opportunity to practice this skill and at the same time produce a document that you could present to the faculty at your school.//


 * Task Description**
 * Step 1:** Research the Universal Design for Learning (UDL) guidelines and include a minimum of five resources dated within the last ten years. Complete an annotated bibliography using the APA style and format. Please examine the different levels and individual guidelines; then determine the options for incorporating UDL into classroom planning. Additionally, research technology-based learning tools that support UDL by offering options and flexibility for the learner.

This is also a perfect opportunity to learn how to use a new software program but it is not required. If you need more information on creating a newsletter, there is information and tutorials available on the Internet. Feel free to research on your own. The newsletter is to be created for an audience with little or no knowledge about UDL. Be sure to include the following:
 * Step 2:** Create a two-page newsletter (500-1000 words) informing the teachers in your school of the UDL components. If you are unsure of how to create a newsletter, Microsoft Office has several templates for you to choose from.
 * Major tenants of UDL should be included in its introduction
 * Followed by exciting examples (minimum of 7) of how it could transform each classroom; making them inclusive for all children.
 * A section discussing a minimum of three technology resources or tools, which assist in providing learning options to students.
 * In conclusion, an opportunity to receive further information should be outlined.

The design of your newsletter should draw your readers to it. It should be easy to read and full of useful information. There are many templates available to assist you but keep in mind the following tips:
 * Name: should be one or two words and dominate the page
 * Origin: let people know where it is coming from (you!)
 * Text: use no more than three fonts – one for the text (usually serif such as Times New Roman), one for subtitles (usually sans serif – Arial), last one is reserved for the title.
 * Columns: recommend no more than three for a 8 ½ x 11 page
 * Frames & boxes: use sparingly – don’t box every element as it creates clutter.
 * Consistency: avoid different margins on every page, use the same basic look on each page and repeat some elements throughout such as the same header or end signs after each article.
 * Artwork: Photographs are being used more than clipart these days. Limit artwork to one or two per page. Choose artwork that communicates your message, if it doesn’t don’t use it.
 * Contrast: Achieve contrast through size alignment, color, shape, and other opposites. Use bold type for headlines and serif for text; work with size – make something BIG such as an exaggerated first letter or word of an article; allow for “white space” which provides a break from text.
 * Content: Your content will carry the design not the fancy fonts and color. Make sure that your content is well written, informative and thought provoking.


 * Step 3:** Post BOTH your annotated bibliography (Step 1) and your UDL newsletter to the Discussion Forum of Topic6 StudentPage for this activity. It is recommended that you save your newsletter as a PDF file so that it can be opened by everyone. Review at least two of your colleague’s UDL newsletters and provide constructive feedback. Remember to temper constructive criticism with positive comments.
 * Did the newsletter meet task requirements?
 * Is the newsletter an informative tool for presented UDL?


 * Assessment/Grade Criteria:**

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6.3: UDL Discussion and Feedback
Go to the CAST (Center for Applied Special Technology) Website [] to read about Universal Design for Learning. You can also download the Guidelines for UDL here:

Discuss the following in the discussion forum. Respond to at least two of your colleague’s feedback.
 * Are the ULD guidelines just for special needs students? Can other students benefit?
 * How aware do you think most teachers are about Universal Design?
 * Do you specifically address the Universal Design for Learning Guidelines when planning for student learning?
 * Think back to the Learning Theories in Learning Topic 3, does one learning theory respond more to the UDL guidelines than another? If so, how or why not?
 * How do Marzano’s Instructional Strategies match up the UDL guidelines?

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6.4: Pedagogy Strands
//**Context:** UDL guidelines are more instructional strategies for the inclusion of all students in the learning process.//


 * Task Description:**
 * Step 1:** Create a Pedagogy Strands matrix that cross matches the evidence of practice of Universal Design for Learning Guidelines with Marzano’s Nine Instructional Strategies and the three Learning Theories: Behaviorism, Cognitivism, and Constructivism. By doing this, you will have merged the different instructional strategies, guidelines and theories into one document.


 * Step 2:** Post this document for to the Discussion Forum for this activity.


 * Step 3:** Read a minimum of two or more matrices posted by your colleagues. Respond to the following questions. Provide constructive feedback to at least two of your colleague’s responses.
 * How does your matrix compare with the others?
 * What similarities did you find when creating the matrix?
 * Does one learning theory respond more to the UDL guidelines than another? How so?
 * In general, how does Marzano’s Instructional Strategies match up the UDL guidelines?
 * Which of the pedagogies presented are the easiest for you to implement: Please explain.
 * If you had to create a list of instructional strategies, what would be your top 7 components?

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 * Assessment/Grading Criteria:**

6.5: Digital Divide
//**Context:** The digital divide is commonly defined as the gap between those that have, and do not have, access to information technologies that are important in our lives. In 2002, almost half of Americans did not have Internet access. Only 25 percent of the poorest households are online compared with 80 percent of households earning over $75,000. Similar disparities can be found among populations with limited formal education suggesting ethnic and racial divides. In addition, while a large portion of schools (98 percent) and instructional rooms (77 percent) are connected to the Internet, many classrooms and educational projects are NOT connected and the technology is not being used by the students – leaving many of them technology illiterate, without skills necessary for today’s workforce.//


 * Task Description:**
 * Step 1:** Read the Warschauer article titled “Deconstructing the digital divide.”


 * Step 2**: Research current (2000 to present) articles on “digital divide,” “digital equity,” “technology equity,” and “technology inclusion” to gain a deeper understanding about Digital Divides. Create an annotated bibliography with a minimum of six current resources using APA style and format.


 * Step 3**: Reflect on the school in which you work or the schools that you have observed.
 * Are there “digital divides” involving technology occurring in these schools?
 * Are all students in the school being given the same opportunities to gain digital skills or is possible that some groups might never have access to technology during their entire school experience?
 * Is technology being used effectively in all classrooms?
 * How is the equipment being distributed?
 * How do the schools’ equipment and usage compare with the other schools in the district; other districts?


 * Step 4:** Through your readings and observations, compose a list of three Digital Divides occurring in schools today. Write an overview description of each “divide,” state what some of the probable causes are for this divide and provide a possible solution to bridge the “divide.” Each description, issue discussion and solution should be approximately 100-200 words.


 * Step 5:** Post BOTH your annotated bibliography and your list of three Digital Divides to the Discussion Forum on Topic6 StudentPage. Read and comment/provide feedback to two or more of your colleague’s postings.


 * Assessment/Grading Criteria:**

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