Strengthen your inclusive practice

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Wondering how you are going to meet the variability of learning needs of the students in your classroom? Keen to plug into the experience of other teachers or hear first-hand recommendations from students? Come and explore Inclusive Education: Guides for schools.
Inclusive Education: Guides for schools” is the new Ministry of Education’s website. There you’ll find a range of guides which provide “New Zealand educators with practical strategies, suggestions and resources to support learners with diverse needs”.

To orientate yourself visit the Guide intro or About Inclusive Education pages. Alternatively just dive in and explore guides such as:

It’s worth noting that guides focused on an area such as ASD and learning have separate content dedicated to supporting teachers in primary contexts and intermediate/secondary contexts.

Valuing first-hand experiences and perspectives

On the website you’ll also find videos of NZ students talking about how teachers can create more effective learning environments. For example, here a high school student with dyslexia makes some useful recommendations that could be employed in every classroom and could benefit all students.

Having dyslexia – how teachers can help from Ministry of Education on Vimeo.

You can also view videos of NZ teachers talking about how they are adjusting their practice to develop more student-centred approaches in partnership with families and carers.

Involving families in transitions from Ministry of Education on Vimeo.

International content has also been curated for the website.You’ll find videos, articles and research papers from leading educational researchers and teachers from around the planet, plus there’s TED Talk videos and relevant case studies and stories. It’s great that we can now both access an international body of knowledge and tailor it for our own context. We can also make a considerable contribution.

Resources

The website includes a growing Resources and downloads archive where you can filter your search by both subject and format. We’re also keen to add to the archive, resources that you have found particularly useful, so do let us know about them using the inclusive@tki.org.nz email.

Bookmark the site — more content to come

It’s worth bookmarking the site as new content will be available early in term 2. Upcoming guides focus on leadership, governance, assessment, deterring bullying behaviour, supporting positive behaviour, approaches to support Māori and Pasifika students, IEPs, and developing the teacher's aide role.

Help us improve and refine the website

Lastly we would love to hear your feedback and recommendations of things we could refine and improve on the website. We want this site to be useful for NZ schools and their communities. The design and content development have been underpinned by many, many cycles of inquiry and cross-sector collaborations and we are keen for this to continue.

Email feedback, ideas and suggested resources to inclusive@tki.org.nz, add a comment below or just utilise the feedback link on the website.

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UDL at ULearn: no accident

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Universal Design for Learning (UDL) was the subject of the third keynote delivered by Dr Katie Novak (USA) at Ulearn14. Giving UDL such prominence at Ulearn14 was no accident.

Dr Katie Novak

Kia ora Katie

Thank you for making the journey to us from Boston. Thank you too for sharing your passion for learning, and your knowledge and experience of implementing Universal Design for Learning (UDL) to support inclusive practices in the US.

It was really exciting to see awareness of UDL among participants at ULearn increase tenfold. The large show of hands indicating no knowledge of UDL at the beginning of your keynote seemed to indicate that those of us implementing UDL are still running below the radar. The response also highlighted that, although the “Effective Governance Building Inclusive Schools information for school boards of trustees 2013 guidelines identify UDL as a tool to support best practice (p.11), there will need to be a concerted effort across the sector to support a deepening understanding of UDL and how it can be used to support inclusive practices in all learning contexts.

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UDL at the dentist

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“To promote understanding of information, concepts, relationships, and ideas, it is critical to provide multiple ways for learners to approach them”. David Rose.

An unexpected learning experience

Photo taken by Chrissie at dentist
A UDL experience: My dentist simply explained what was happening in my mouth highlighting each tooth with different coloured lines and marks.

A couple of weeks ago, Scott Turner, a Wellington Endodentist described how he was going to clean around and possibly retrieve the broken drill piece lost deep in my root canal by my dentist.

At the end of the consultation, he asked if I had any questions.

“Actually I do”, I said. “Do you think I could take a photo? The way you have explained what is going to happen when you work on my tooth perfectly modelled something called Universal Design for Learning (UDL). You have just modelled the principle of offering multiple representations to support understanding. I’d like to write about it.

A regular part of any trip to the dentist, is the inevitable post procedure chat, the bit where they talk about what they did and what is going to happen next. As fear is my trusty companion in a dental surgery, my ability to listen is significantly inhibited. In fact all my energy and attention is generally consumed by trying to hold myself together until I am out the door.

The chat with Scott, looked like it was going to go the same way. He pulled up a photo of my tooth on his computer screen. I in turn moved into auto-pilot and began singing, “la, la, la” inside my head to block out the expected medicalese and to distract myself from the enlarged image of my filling-filled mouth.

To my surprise, Scott didn’t launch into the technicalities of the procedure. Instead he gave me a walk through of each tooth on the screen, its integrity and said things were in great shape. No-one has ever said anything positive about my teeth and hooked my attention. He also usefully connected his storytelling directly to the examination he had made of my mouth. He linked specifically to the way he had tapped here and prodded there and I could feel myself actually connecting to some kind of shared experience rather than disassociating myself.

The practical and effective use of digital tools

Scott then introduced some x-rays and opened them in a programme that looked like Microsoft Paint. Again rather than launching into details of the medical procedure, he orientated me to my own mouth. It was a bit like being introduced to a new landscape. As Scott introduced each feature, he highlighted it with different coloured lines and marks, as in the photo. He made no assumptions that I knew what anything was. He consistently linked his storytelling back to the photo and my shared experience of the examination. His use of the technology was absolutely fluid and functional. It was actually a joy to watch.

By the time Scott introduced the nitty gritty of the actual procedure, I felt almost confident. He described each stage of the intervention with words and by drawing and where applicable made analogies to ordinary things. At the end of section of the “chat” he would pause and check if I understood and for once I actually felt like I did.

So why the strong UDL connection?

Multiple means of representation: Engagement - Stimulate motivation and sustained enthusiasm for learning; Representation - Present information and content in different ways to support understanding; Action and expression - Offer options and support so everyone can create, learn, and share.
Multiple means of representation

The principle “Multiple means of representation”, one of the three principles of Universal Design for Learning (UDL) is about the need to offer students a range of options and supports to increase their understanding.

In the text, UDL Theory and Practice, David Rose reflects:

"Learners' ability to perceive, interpret, and understand information is dependent upon the media and methods through which it is presented. For learning environments to support varied learners in all of these recognition processes, three broad kinds of options for representation are needed: options for perception; options for language, mathematical expressions, and symbols; and options for comprehension. A learning context with these options presents few barriers, regardless of the variations in biology and background of the students."

As the student, in this context, Scott offered me options in each of the three recognition processes. Interestingly, he probably does that for every client. He takes a universal approach, building into his way of working options to support understanding. He plans for the diverse needs of clients at the outset.

As an unknown client and one who brings a swag of negative expectations to the environment, the learning experience was quite honestly inspiring. I couldn’t help but make connections to teaching and learning and to the potential UDL has as framework for the inclusive flexible design of environments and the innovative use of technologies.

Useful links:

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Universal Design for Learning (UDL) and teaching

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Have you heard of Universal Design for Learning (UDL)? In this post, I’ll start with a quick definition, then describe why we need UDL for improving learning outcomes in 21st century classrooms. I’ll outline where LEARNZ is on its UDL journey. Then I’ll suggest teachers do three things; firstly, adopt a more inclusiveness UDL mindset, secondly, train their students to help themselves, and thirdly, use e-learning sites like LEARNZ to save time and improve learning outcomes. Lastly, I’m going to give my opinion on why teachers have never been more important.

LEARNZ website and UDL

What is Universal Design for Learning?

In a nutshell, UDL is a framework for inclusiveness whereby a teacher:

  1. taps into their students’ interests to challenge and motivate them
  2. provides various ways for students to learn
  3. provides options for students to demonstrate their learning.

Message 1: Yesterday’s classroom practice is not enough

I can still remember classroom lessons from the 20th century, some where I was a student and some where I was the teacher! A few went like this: everybody copy the written notes, then turn to page 66 and do exercises 1 to a million, then swot it all up and do the written test – no pictures allowed!

Without going into why teaching was sometimes like that in the past, this type of classroom practice hasn’t been acceptable for some time, and things have improved significantly. For instance, there has been a lot of work done over the last two decades on:

  • making learning resources more visually appealing
  • teamwork and problem-solving
  • using real-world examples to make learning more relevant
  • individualising assessment.

All the same, despite parts of our education system being world class and our high fliers experiencing international success, we still have a persistently “long tail” with too many New Zealand kids not engaged and “left behind”.

Message 2: Inclusive learning is a valid goal – UDL is a valid framework for achieving it.

If learners are excluded from learning because of language or cultural differences, because they are vision or hearing impaired, because they have limited reading or writing or numeracy skills, or because of dyslexia or dyspraxia issues, then learning outcomes are not going to be good for them. Inclusiveness has to lead to better engagement and better learning outcomes.

There is a wealth of research evidence to support UDL as an inclusiveness framework. The 3 Principles and 9 Guidelines and 31 Checkpoints of UDL have come from world-wide reviews of 10 years of research and over 1,000 articles. This evidence has driven a huge number of articles about how to implement UDL, numerous learning tools for UDL, and repositories like a British Columbia website for schools, dedicated to UDL that New Zealand schools may find useful. Some may say that the effectiveness of UDL is self-evident and, indeed, that UDL is something best-practice teachers have always inherently followed, albeit under less wide-ranging frameworks, under other names, or in a more fragmented way.

Although it would be ideal if everyone in the state or private system had one-to-one tutoring from a trained teacher, it just isn’t practical. However, a one-size-fits-all, teach-to-the-middle, factory-like system doesn’t cut it either. Is there some sort of middle ground where teachers don’t have to do all the heavy lifting?

Message 3: LEARNZ uses UDL to help learners and save teachers’ time.

Starting in 2013, the LEARNZ Team at CORE have been looking to UDL, as part of our continual improvement programme, as another way to enhance the learning and teaching experience on LEARNZ field trips. We have taken many small steps, some of which include:

  1. Tapping into students’ interests to challenge and motivate them. Children are naturally curious about the world around them. LEARNZ uses the online medium to provide an experience that is real, that frames and contextualises global and local issues. The LEARNZ teachers and the field trip experts regularly challenge students to question their thinking; whether it’s in an audioconference or on our Ask an Expert web board, or when they “look students in the eye” down the lens in a video clip.
  2. Providing various ways for students to learn. One new initiative for all our virtual field trips, is that all the background pages have a headphones icon at the top so that students can click on it to have the page read to them by the LEARNZ teacher, not by some robot voice. Teachers and students love having this option! See page reading in action for Memorial Park.
  3. Providing options for students to demonstrate their learning. Throughout each field trip, in context, are different suggestions for students to build on their learning, or reconstitute it. Indeed, the Creative Commons Share licence on LEARNZ encourages students and teachers to repurpose our content with their own.

Message 4: Three easy ways for overloaded teachers to use UDL

Implementing UDL with classes might look like a lot of extra work, and it would be if teachers took it on themselves to develop all material for students in text, picture, sound, and kinaesthetic formats. I suggest, though, that teachers primarily took on UDL more as a shift in thinking, or as an attitude or aspiration, and tried the following:

  1. Think like a learner. Whenever you are planning for your class, through your new UDL lens, think what it might be like for students with hearing or vision limitations, or students who read or write poorly. How about you ask them for suggestions? For example, many students struggle to present live to an audience. You may suggest they make a video, which enables multiple takes and reviews, and the facility to replay and re-publish.
  2. Train your learners. Learners can help themselves. Students with smartphones can use free apps to help with reading and writing, or consult an online dictionary or thesaurus. It’s not tricky or difficult. Your Internet Use Policy should provide some certainty that students stay on task and use such devices appropriately.
  3. Use an e-learning site like LEARNZ. Try one of our field virtual trips to see how much heavy lifting you can save yourself, and how well you can help students to engage.

Message 5. Teachers have never been more important

This is another story, but for now, all I’m going to say is that we live in an increasingly complex world with increasingly complex jobs, using more and more specialised tools and language to solve increasingly complex problems. Teaching is no exception. I’ll expand on these ideas in my next post.

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Using digital tools to build literacy skills across the curriculum

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Access to tools that can support literacy across the curriculum are increasingly at student’s fingertips. As part of a Universal Design for Learning approach, choices and supports for all students are built into the learning design at the outset. Consequently, students should have access to tools that personalise learning and match their needs and preferences across the curriculum. Here are three ideas teachers and students can use to support this approach.

1. Get familiar with Text-to-Speech

Text-to-speech (TTS) software enables a student to select and listen to text in a document or on a webpage. The software usually highlights a paragraph at a time as it is read aloud and often tracks each word as it is spoken in a second colour.  TTS software is usually free and built into most devices or can be enabled in a web browsers. It is also possible to purchase more sophisticated TTS tools bundled with other features such as word prediction.

Although the synthetic voices in TTS can take a little getting used to, students can use TTS to:

  • listen and read along to unfamiliar texts to develop fluency
  • increase comprehension and access to texts beyond reading level
  • rest tired eyes and access the text via audio
  • listen to the text whilst doing another activity such as exercise, travelling on the bus or walking home from school
  • listen back to written work to assist more accurate editing of text.

To get a sense of the potential impact of making text to speech available to students, take a look at this video of US high school students describing the difference having access to text-to-speech has made to their independence, their confidence as learners and to their increasing achievement.

2. Turn on the closed captions on YouTube videos

When using YouTube as a teaching resource, build in learning supports at the outset by selecting video that has closed captions, identified by the cc icon rather than machine captions “guessed” by YouTube. Using closed captions can boost literacy, reading speed, and vocabulary for readers who need additional support.

By turning on the closed captions, students can choose to:

  • watch the video, and/or
  • read the captions separately or at the same time
  • access the interactive transcript posted below the video.

The transcript is really useful when a student needs to find a quote or wants to scan a video to find a specific piece of information. Visit Media Access Australia for more information.

3. Demonstrate how to declutter web pages to support concentration

Introduce students to tools, such as Readability on the Chrome browser or the Safari Reader function on i-devices that strip away the clutter on web pages, so that students can focus more easily on a particular article.

Dig deeper

For more information on Universal Design for Learning and the tools above, check out the following links:

Universal Design for Learning (UDL)

Text to speech tools

  • Natural Reader download: Floating toolbar. Selected text will post into toolbar window. Text highlighted in short sections and read aloud. Can sync with Google Docs.
  • Natural Reader Online TTS: Upload document. Text highlighted in short sections and read aloud. Can sync to Google Docs.
  • Mac “Speak selection”: Built-in text to speech program. Speaks selected text in all applications including text on internet pages.
  • Read and Write for Google Docs: Toolbar opens at the top of a Google Docs page. Selected text highlighted yellow, each word tracked in blue as read aloud. NB Trial version has more features. After 30 days you are left with the basic TTS tool
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