Focus Question 1
What are differentiated instruction (DI) and
universal design for learning (UDL)?
Differentiated instruction and universal design are
means used to extend and accommodate the learning for every student regardless
of the need. Instead of watering down any given lesson or “modifying” a lesson
for students who have disabilities, differentiated instruction bridges the gap
between the teacher’s regular curriculum and the students with disabilities.
This I done by simply offering the necessary tools that will aid the students or
“accommodate” their needs in a way that will support them and give them the
opportunity to complete regular material. Universal design also does this accept
it goes further by finding even interesting ways to keep students engaged and
finding various ways for students to demonstrate their understanding of given
material. This could mean using various assistive technologies to aid the
teacher in a way that will assist him or her in a manner that he or she would
not be able to get a lesson across to students without them (Maloy, et al.
2011, p. 278-279).
In summary
The teaching profession is a very demanding
position. One must keep in mind that students have different needs and these
needs are important to give attention to in order to achieve success among
these individuals with unique needs. Observing the needs and addressing them
sooner than later inevitably makes for the process of learning a lot smoother
and much more coherent. The limited amount of time teachers have with their student
throughout the day for instruction is indeed problematic among those who
demonstrate a great deal of learning impairment due to their disability;
however, the use of specific assistive technologies that can aid students throughout any given task to be worthwhile. Nevertheless, teachers should
not heavily rely on the devises to be the only source for instruction and
students should not depend on assistive devices for learning. The proper
equipment should be used as well as having the personal support will provide a
highly intuitive educational experience which all students should equally have.
I personally cannot see other ways in which I would
use assistive technologies other than for their original intent. Perhaps in the
future when I am in the schools and I am faced with the multiple challenges of
my students, I will then be able to create different ways in which I’d like to
use these tools.
Referenc:
Maloy, R., Verock-O’loughlin, R., Edwards, S., &
Park Woolf, B. (2011). Transforming
Learning with New Technologies. Boston: Pearson.
