Accommodating Diversity by Analyzing Practices of Teaching (ADAPT)

Lee, Changnam; Picanco, Kathryn E.

doi:10.1177/0888406413483327

Cited by 11 publications

(7 citation statements)

References 14 publications

(13 reference statements)

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“…The results of the research have evidenced situations that do not require any technological implementation, computers or internet, referring to the strategies to be implemented as the so-called co-teaching or co-learning (Frey et al, 2011;Lee, & Picanco, 2013;Katz, 2013). These practices are interesting not only to the student, but also to the teacher, as they minimize the load and time demand for planning.…”

Section: Universal Design For Learningmentioning

confidence: 99%

Desenho Universal para a Aprendizagem: a Produção Científica no Período de 2011 a 2016

Böck

Gesser

Nuernberg

2018

Rev. bras. educ. espec.

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ABSTRACT:The principles of Inclusive Education point to the need to address the barriers present in different educational contexts in order to guarantee access to all students within education systems, as well as guarantee their continuous attendance. In this context, this paper aims to characterise the scientific production regarding the Universal Design for Learning (UDL) and to systematise some of the contributions aimed at the elimination of methodological barriers within learning contexts. For that, an integrative review of the literature regarding the UDL was conducted. The information obtained was analysed in the light of the Disability Studies in Education (DSE) and the social model of disability. The categories that emerged in the data collection, which structure the discussion, were: a) historical and legal contributions; b) conceptual and critical contributions about disability; c) contributions of practical applicability. The results show the concentration of studies on the UDL in North America and the inexpressiveness of research in Brazil. In addition, they demark the differentiation between the principles and guidelines of the UDL and the other perspectives of the Universal Design (UD); they point out strategies aimed at eliminating barriers in access to knowledge and briefly map the field of investigation regarding the UDL and the gaps that require further investment. Finally, the study shows that UDL, as it contemplates the diversity of ways of learning, has the potential to promote inclusive educational processes. KEYWORDS:Universal Design for Learning. Accessibility. Disability Social Model. Distance Education. Special Education.RESUMO: os princípios da Educação Inclusiva apontam para a necessidade de enfrentamento das barreiras presentes nos diferentes contextos de ensino com o intuito de garantir o acesso e a permanência de todos os estudantes nos sistemas de ensino. Assim sendo, este artigo tem como objetivo caracterizar a produção científica sobre o Desenho Universal para Aprendizagem (DUA) e sistematizar algumas contribuições voltadas à eliminação de barreiras metodológicas nos contextos de aprendizagem. Para tanto, foi realizada uma revisão integrativa da literatura sobre o DUA. As informações obtidas foram analisadas a luz dos Disability Studies in Education (DSE) e do modelo social de deficiência. As categorias que emergiram na coleta de dados e estruturaram a discussão foram: a) contribuições históricas e legais; b) contribuições conceituais e críticas acerca da deficiência; c) contribuições de aplicabilidade prática. Os resultados evidenciam a concentração dos estudos sobre o DUA na América do Norte e a inexpressividade de pesquisas no Brasil. Além disso, demarcam a diferenciação entre os princípios e as diretrizes do DUA e as demais perspectivas do Desenho Universal (DU) e apontam estratégias voltadas à eliminação de barreiras no acesso ao conhecimento e mapeiam brevemente o campo de investigação sobre o DUA e as lacunas que precisam de maior investimento. Por fim, o estudo mostra q...

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Section: Universal Design For Learningmentioning

confidence: 99%

Desenho Universal para a Aprendizagem: a Produção Científica no Período de 2011 a 2016

Böck

Gesser

Nuernberg

2018

Rev. bras. educ. espec.

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“…The predominantly receptive function of acquisition limits benefits if the learner does not build further familiarity or fluency with the words and their meanings, does not retain the learning, and does not use the words for more expressive functions in generalized situations. Lee and Picanco (2013) proposed a framework for using instructional methods or practices according to the phases of learning (i.e., acquisition, fluency, maintenance, and generalization). Based on the framework and a literature review, Table 3 presents a broader perspective in which DECENT stories can be used.…”

Section: How It Workmentioning

confidence: 99%

Using Purposefully Created Stories to Teach Academic Vocabulary

Changnam

Roberts

Coffey

2016

Intervention in School and Clinic

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Students’ knowledge of vocabulary affects their reading comprehension. Despite abundant research findings in vocabulary learning, practical instructional methods for use in schools are typically underdeveloped. This article proposes a research-based method for teaching the meanings of base academic vocabulary (i.e., Tier 2) words. The method utilizes stories that are purposefully created by using research findings regarding directive and explicit contexts in elaborated narrative texts to teach the meanings of base words. The impact of this method is discussed, and suggestions for implementation are provided.

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“…As teachers engage students in daily activities designed to support access to content, they should keep in mind the varied abilities of the learners in their classrooms [8,9]. The fact that standardized state assessments are constantly measuring student academic achievement, differentiated instruction is a viable strategy that teachers may utilize to ensure students meet promotional criteria [10].…”

Section: Introductionmentioning

confidence: 99%

“…These outcomes and standards have resulted in a single set of learning requirements for all students creating an interesting challenge for educators. A significant concern that arises is whether learning outcomes are to be the same for all students and whether the instruction should be the same for all students regardless of their proficiency levels [28]. The immediate concern lies in finding effective instructional strategies that provide the necessary skill sets to improve the academic achievement of students listed in the lower third citywide.…”

Section: Introductionmentioning

confidence: 99%

Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement

Charles¹

2018

TECS

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Urban classrooms consist of diverse learners who access information through a variety of modalities based on proficiency levels. The purpose of this qualitative case study was to determine the relationship between middle school teachers' perceptions of differentiated instruction, utilization and implementation as a viable method to increase lower third student academic achievement. The semi-structured interview method was utilized for data collection. The relationship between teacher effectiveness in preparing and executing differentiated lessons to meet the needs of the lower third student population and middle school teachers' perceptions of differentiated instruction effect on the implementation and use of differentiated instruction are discussed. Teachers' perceptions of differentiated instruction as an instructional strategy to address students' needs in the planning and preparation of differentiated lessons affect implementation. Several challenges identified by middle school teachers in utilizing and implementing differentiated instruction to address the needs of lower third students adversely affects the intensity of rigor in learning environments. Differentiated instruction is critical to increasing students' readiness levels towards positive academic achievement. Results indicated that most middle school teachers are knowledgeable of differentiated instruction. Middle school teachers identify differentiated instruction as a critical instructional strategy that teachers should embrace to address the needs of the lower third student population. Teachers' perceptions of differentiated instruction as an instructional strategy to address lower third students' needs in the planning and preparation of differentiated lessons affect implementation.

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Accommodating Diversity by Analyzing Practices of Teaching (ADAPT)

Cited by 11 publications

References 14 publications

Desenho Universal para a Aprendizagem: a Produção Científica no Período de 2011 a 2016

Desenho Universal para a Aprendizagem: a Produção Científica no Período de 2011 a 2016

Using Purposefully Created Stories to Teach Academic Vocabulary

Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement

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