Universal Design for Teacching AND Learning

There really is no better time for me to be taking this class than right now. This topic is resonating with my so much because I am experiencing so many difficulties achieving Universal Design for Learning in my school. It is my first year teaching (my first MONTH teaching OMG) and I am the lead teacher in a 6:1:1 TEACCH middle school classroom with 5 students with severe autism and 4 paraprofessionals for me to manage. I am realizing slowly but surely (and definitely overwhelmingly) how much I have to plan not only for my students and their individual needs, but also for the four adults in my room who I also have to teach. It is incredible how UDL can be so simple, yet so hard to come by.

I have always been a fan of presenting materials in many different ways, just for the pure fact that it becomes more engaging when your brain gets to pick a preference of how you wish to learn the material. In my student teaching experiences, I've had the luxury of being in classrooms with Smart Boards and Promethean Boards, state of the art overhead projectors and various technological tools. It is no surprise that when I presented a Shel Silverstein poem to 3rd-5th graders last year in a 6:1:1 TEACCH classroom using the book it came from, an adapted version with pictures, a video of him reciting the poem, and also an audio clip of him reciting it from his book on tape the students were entirely engaged. They loved hearing Shel Silverstein say the words (particularly his poem "The Babysitter"). The poem became real to them...it wasn't just some awkward student teacher trying to make it fun for them. It inherently became more engaging.

The primary reason why it becomes more engaging is because your brain doesn't have to work so hard to understand the material when it is presented in so many different ways that you can chose which works best for you. The step of "Wait a minute, what's going on here?" is completely skipped because UDL proactively erases that from being a possibility. This is an incredible thing, and something that is so essential to our classrooms (especially those of us in the ID/Autism program at TC). 

Next, once an individual has that confusion taken away, one can actually appreciate what is being put in front of them, and allow him or herself to interact with the material in a way that is personally engaging and exciting to him or her--giving someone a choice or preference creates so much power and motivation.

However, when resources are low--as they tend to be in New York City public schools especially in District 75--it becomes disheartening as a new teacher to realize how difficult it can be to implement UDL in the classroom. Without the technology that makes it possible, teachers have to be incredibly creative--and loose with their cash--to make it happen. As a new teacher, I know what I should do to make sure that all of my students are working in the optimal environment for them, and one that accommodates all of their needs proactively before any type of issue has the possibility of even becoming a thought. However, there are so many barriers--low budget, lack of administrative problem solving, low staff morale, discouraged staff collaboration--that make UDL an ideal situation that I wish I had more access to.

As Rose and Meyer (2002) point out in their literature, "Incorporating digital media into the classroom is an important step that requires thoughtful consideration," and the implications for the implementation of UDL are critical. My attempts at UDL continue to be low-tech, as I fight for the use of more computers, the integration of the iPad in class activities, and a Smart Board in my classroom!

Tight Quarters

It is no secret that New York City has its fair share of missed UDL opportunities. As someone who has lived in NYC for almost five years (and I've seen A LOT of New York), it is with a sad heart that I say I am not shocked by the state of this miniscule bathroom:

It is quite impossible to maneuver through, without any barriers of my own. However, I can think of many issues that this blatant lack of UDL can pose to some people living with disabilities.


Firstly, due to the heater in the corner (behind the door), the door cannot open properly all the way, which leaves an awkward amount of space for any human to get through. Not to mention that the toilet is protruding from the right side. If there were any person with a physical disability, gross motor deficits, visual impairments, orientation and mobility deficits, or any kind of sensory aversion to small spaces, this bathroom would definitely not be suitable. And this is just because of the placement of the door and heater.


Moving forward to the toilet itself, there would be no space for any kind of architectural accommodation for anyone who needed extra support to use the bathroom, such as bars or extra space for a wheelchair. In that same vein, the sink would be completely unusable because of its shape and size, including how tall it is and how far away the faucet is (and because the toilet is right next to it, there would be no way to maneuver around it to be able to use it).


Lastly comes the shower, with its giant step to get into the tub and the faucet knobs that are too high to reach for someone with a physical disability that limits his or her walking or standing ability. Not to mention that it requires a significant amount of twisting to get it to turn on and to a comfortable temperature, which for a person with gross or fine motor deficits would be considerably difficult.


It is quite obvious that New York City is not a kind place for people with special needs. This one bathroom--which compared to many other bathrooms in NYC is quite large--is just one example of the work that needs to be done with UDL in mind so that all people can experience the most comfortable and basic lifestyle. Shouldn't everyone be allowed to use the bathroom comfortably?

Introduction

"Teach the children well" -- Crosby, Stills, Nash and Young

For almost a decade, it has been my goal to have my own classroom. Interestingly, as future or present teachers in this generation, technology has become a major part of the classroom experience. My expectations for this course, then, are to learn the tools to incorporate technology in a meaningful way for my students with intellectual disabilities and autism. This means not just using technology to gain their trust by learning their individual interests and strengths, but also to use technology in a vocational way to help our students become independent and contributing members of our society.

My experience with technology and teaching has been almost minimal. I completed my bachelor of science degree at New York University with a major in Social Studies Education 7-12. I decided to get into special education at the age of 22 when I learned something very important about myself--I didn't have the knowledge yet to teach my own class because I was lacking special education training. So I ended up at TC's ID/Autism program, which has completely changed my life. I am now a 6:1:1 teacher in a TEACCH model classroom, and am learning everyday how tremendous the role is that technology plays in our students' lives.

My experience learning technology in the past has been positive. I am a very fast learner, and I don't require much explanation or repetition when it comes to technology. I am relatively comfortable with new technology, provided its relative interest and importance to me. When I am excited about a new piece of technology, where it is a physical piece that I can hold or a new software, I can be playing with it nonstop for days. To that end, my technological learning style is definitely one of exploration--I am not the type of person to ever look at an owner's manual or instruction guide. When it comes to technology, I am purely adventure and exploration without a map, and nothing more.In order to learn technology well, I believe people need a personal interest or some type of intrinsic motivation that guides them to learn more. I also think people need time for the trial-and-error nature that consumes people with new technology.

Martinez’s article resonated with me. There was one point when I believe he was completely spot on, when he said, “If a large and complex problem seems daunting as a whole, perhaps one can summon the will to accomplish a small piece of it. And that success can motivate one to persist.” In this way, just accomplishing a small part of a large task gives you the momentum and confidence to continue working. 

This is particularly true for me now because I am a first year teacher, and there is a lot of work to be done and mistakes to be made. But it is the momentum of continuing the small pieces that makes the large big picture less of a problem. This can also be applied to technology, in that there are many SNAFU’s and mishaps that occur in technological activities, and this outlook can definitely play a part in bringing technology back together once it fall apart, as it inevitably does sometimes in our imperfect world!