APPLYING UNIVERSAL DESIGN FOR LEARNING TO INCLUSIVE TEACHER EDUCATION IN AN INTENSIVE ONLINE WORK...

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APPLYING UNIVERSAL DESIGN FOR LEARNING TO INCLUSIVE TEACHER EDUCATION IN AN INTENSIVE ONLINE WORKSHOP (FARIDAH PAWAN) by Mind Map: APPLYING UNIVERSAL DESIGN FOR LEARNING TO INCLUSIVE TEACHER EDUCATION IN AN INTENSIVE ONLINE WORKSHOP (FARIDAH PAWAN)

1. INCLUSIVE EDUCATION

1.1. APPROACH

1.1.1. TO AVOID MARGINALIZING STUDENTS

1.1.1.1. THERE IS NOT DISTINTION BETWEEN "GENERAL" OR "SPECIAL" EDUCATION CLASSES

1.2. EDUCATORS

1.2.1. MUST TO WORK TO REMOVE THE BARRIERS

1.2.1.1. THAT MAY EXCLUDE STUDENTS PARTICIPATION

2. UDL

2.1. FRAMEWORK

2.1.1. FOR UNDERSTANDING

2.1.1.1. HOW TO CREAT CURRICULA THAT MEET THE NEEDS OF ALLL LEARNERS

2.2. USEFUL TOOL

2.2.1. TO HELP TEACHERS EMBRACE THE DIVERSITY OF THEIR CALSSES

2.3. THREE PRIMARY PRINCIPLES

2.3.1. MULTIPLE MEANS OF REPRESENTATION (MMR)

2.3.1.1. PROVIDE SUPPORT

2.3.1.1.1. DECODING OF TEXT AND SYMBOLS

2.3.1.1.2. UNDERSTANDING ACROOS LANGUAGE

2.3.2. THEY ARE THE FOUNDATION FOR THE FRAMEWORK'S GUIDELINES AND CURRICULUM CHECKPOINTS.

2.3.2.1. THEY ARE GROUNDED IN RESEARCH ON

2.3.2.1.1. ROSE AND STRANGMAN

2.3.2.1.2. VIGOSKY

2.3.3. MULTIPLE MEANS OF ACTION AND EXPRESSION (MMA)

2.3.3.1. ENCOURAGE THE DEVELOPMENT

2.3.3.1.1. STRATEGIC GOAL DIRECTED LEARNERS

2.3.3.2. PROVIDE

2.3.3.2.1. OPTIONS FOR EXPRESSION AND COMMUNICATION

2.3.4. MULTIPLE MEANS OF ENDGAGEMENT (MME)

2.3.4.1. PROVIDING OPTIONS FOR RECRUITING INTEREST

2.3.4.2. SUSTAINING EFFORD AND PERSISTENCE

2.3.4.3. PROMOTING SELF-REGULATION

2.3.4.4. CALL FOR REDUCING THREATS AND DISTRACTIONS

2.4. GOAL

2.4.1. FOR STUDENTS TO ATTAIN COMPREHENSION

2.4.1.1. USING INTERNAL AND EXTERNAL RESOURCES

2.4.1.2. TAKE OWNERSHIP OF THEIR LEARNING TO SUSTAIN EXPERTISE.

2.5. USEFUL TOOL

2.6. USEFUL TOOL

3. UDL AND ONLINE INSTRUCTION

3.1. ONLINE MEDIUM

3.1.1. PROVIDES AN EFFECTIVE PLATFORM

3.1.1.1. TO MODEL TEACHING AND LEARNING USING UDL PRINCIPLES

3.2. ONLINE DELIVERY OF MATERIALS

3.2.1. INCLUDES OPTIONS

3.2.1.1. THAT ARE IMPOSSIBLE IN TRADITIONAL FACE-TO-FACE LEARNING SITUATIONS

3.3. ONLINE COURSES

3.3.1. USE LEARNING MANAGEMENT SYSTEM

3.3.1.1. A SOFTWARE APPLICATION TO DISIGN AND DELIVER E-LEARNING

3.3.1.1.1. WHICH OFFERS FLEXIBILITY NOT FOUND IN PRINT

3.3.2. TEXT TO SPEECH APPLICATION

3.3.2.1. THAT CAN TRANSLATE TEXT INTO AUDIO FORMATS

4. FINAL CONSIDERATIONS

4.1. THE CRUX OF THE PRINCIPLES IS BEING RESPONSIVE TO STUDENTS' NEEDS

4.1.1. HOWEVER

4.1.1.1. SIMPLE REDESIGNING LESSONS CAN NOT MEET ALL THE NEEDS OF ALL STUDENTS

4.1.1.1.1. THUS

4.2. ALSO, IT IS IMPORTANT TO NOTE

4.2.1. THAT NO PARTICULAR TECHNOLOGIES, INCLUDING DIGITAL MEDIA

4.2.1.1. ARE NECESSARY FOR APPPLYING UDL TO LESSONS

4.2.1.1.1. NEVERTHELES

4.3. IT MUST BE NOTED

4.3.1. THAT OPTIONS ARE IMPORTANT

4.3.1.1. NOT ONLY FOR LEARNERS BUT ALSO FOR TEACHERS

4.3.1.1.1. PREPARING TO INCORPORATE UDL PRINCIPLES ASSITESD BY TECHNOLOGY AND DIGITAL MEDIA