ED 5123 Module 4 Discussion
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School
American College of Education *
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Course
5123
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
Pages
2
Uploaded by KidScorpion8388
"All children can learn" has become a mantra in education during the
standards and accountability era. For educators, this mantra goes without
saying. To make this happen, different approaches must be taken to
learning including differentiated instruction and Universal Design for
Learning. Use the questions to guide an original post and responses to at
least two classmates. APA citations are required only in the original
response.
Identify a segment of the student population at your school that is
receiving or would benefit from differentiated instruction and the
application of Universal Design for Learning. How has differentiated
instruction and the application of Universal Design for Learning (UDL)
benefited these students, or how could they benefit them?
How were teacher leaders and/or school leaders involved in the
selection and use of instructional strategies to meet the needs of this
student population?
In what areas do you feel you still need assistance to support a
differentiated classroom?
Differentiated instruction and Universal Design for Learning (UDL)has the goal of meeting the
needs of all students by identifying individual student needs and addressing those needs.
Students with special needs benefit from differentiated instruction and UDL as educators can
meet the individualized needs of students with disabilities and all other students (Vitelli, 2015).
At my school, students with disabilities or special needs are directly impacted by UDL. My
school has a 1:1 student to Chromebook ratio allowing more use of assistive technology for our
students with special needs and learning disabilities.
As I am fairly new to my current school, I am not as aware of how teacher learders or school
leaders were involved in the selection and use of instructional strategies process. Students who
are classified as special education are all in one classroom in each grade level. In that classroom
is a special education teacher who co-teaches with the general education classroom. That teacher
travels with that class when the switch for math. The instructional strategies that those teachers
choose to use are determined based on the specific needs of the students in the class and are
decided by the special education and general education teacher together. They work as a team in
that classroom. There are schoolwide initiatives that all classroom teacher implement for
technology to meet all student needs though as every class still has students that are
underperforming at part of the Multi-Tiered Support System (MTSS).
As I teach third grade reading, it can be difficult sometimes to think about how technology can
be implemented. There are some phenomenal online book sites that students can read on, but the
majority of technology that is being integrated is through writing and practicing skills in small
groups. I believe my school struggles to implement technology into the classroom and is “behind
the times”. Just this year, I received some kind of technology as an interactive board to present. I
had only a desktop computer and projector which was difficult to engage students. Starting this
year I have been able to use a Newline board to engage students in lessons and allow them to
participate more in mini-lessons.
References
American College of Education. (2023).
ED5123 Diverse Learners: Module 4
[Part 1
presentation]. Canvas.
https://ace.instructure.com/courses/1944827/external_tools/118428
Vitelli, E. M. (2015). Universal design for learning: are we teaching it to preservice general
education teachers?
Journal of Special Education Technology
,
30
(3), 166–178.
https://doi.org/10.1177/0162643415618931
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