Hi Erica and All,
The spring issue of Field Notes, the statewide publication for ABE/ESOL
practitioners in Massachusetts, offers suggestions for universal design
for learning. If you follow this link:
http://www.sabes.org/resources/publications/fieldnotes/vol17/fn172.pdf

you will find the issue on pdf format. The articles by Janet Isserlis
and  Akira Kamiya are very helpful.

Lenore Balliro
World Education
Boston


>>> Erica Litz <lluvialand at hotmail.com> 8/19/2008 5:02 PM >>>

Hello, 
 
I haven't responded to the listserv in the past. I am an Adult
Education Specialist for Salt River Pima-Maricopa Indian Community. I am
not sure if the following answers the question:
 
We have tried to implement Universal Design into our instruction and
curriculum. We use literacyworks.org's Multiple Intelligence assessment
online. We use Discovery video resources, a brain-based interactive
computer instructional program with audio, and group writing projects. 
 
I like using math worksheets from edhelper.com because the font size
can be changed. I give students who have trouble concentrating, are
easily distracted, or who get overwhelmed when they see a whole packet,
book or visually "noisy" printed lesson their instructional material
piecemeal. Students are told to cover up the "noise" on printed material
and look only at a small section at a time. I encourage to and show
students how to draw a picture, diagram or chart of information from
word problems to figure them out. 
 
Our computer lab is wheelchair accessible. We know how to use Window's
accessibility features, but we need to invest in adaptive equipment. 
 
 
Erica Maria Litz lluvialand at hotmail.com 
Adult Education Specialist
Salt River Pima-Maricopa Indian Community
ABE/GED Program



Date: Tue, 19 Aug 2008 14:36:05 -0400From: jataylor at utk.eduTo:
professionaldevelopment at nifl.govSubject: [ProfessionalDevelopment
2441] Universal Design and Professional Development








Hello everyone,
 
I couldn’t help but notice that no one’s posted a response yet to
Janet’s question below. Has anyone provided or participated in PD on
Universal Design?
 
What’s entailed (or should be entailed) in such a PD activity – PD
on what, exactly?
 
PD on:
 
-         Multiple Intelligences?
-         Learning styles?
-         How to lay out text when designing worksheets?
-         How to make your computer lab accessible to everyone?
-         Diversity?
-         Something else?
 
What resources might you recommend?
 
And what does differentiated instruction “look like” in
professional development?
 
Thanks in advance for any insights. I know we have a habit of helping
each other…just want to make sure this question wasn’t missed.
 
Looking forward…Jackie
 
Jackie Taylor, List Moderator, jataylor at utk.edu 
 




From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Janet
IsserlisSent: Wednesday, August 13, 2008 4:29 PMTo: The Adult Literacy
Professional Development Discussion ListSubject:
[ProfessionalDevelopment 2438] quality standards feedback -universal
design
 
AllA question about universal design, as discussed in the PD section of
the Adult Ed wiki (which is, I believe web folks would say, VERY robust,
thanks to Jackie's excellent
work).http://wiki.literacytent.org/index.php/AALPD_PD_Quality_Standards_FeedbackThe
standard:. Prepares practitioners to create supportive learning
environments and hold high expectations for all learners.    and its
indicators:(a)    PD planning takes into account the principles of
universal design (b)    PD providers are trained in the principles of
universal design(c)    PD planning takes into account the diversity of
the professional development population including issues related to
gender, ethnicity, race, poverty, first language, and disabilities(d)   
PD providers use differentiated instruction to meet the needs of all
learners Our question (at the RI adult ed PDC) - what does training in
principles of universal design look like?We're familiar with some of the
resources on UD and some of the underlying principles, but are wondering
what, if anything, people may have done specifically to address this
piece – either as part of their own PD and learning and/or as
trainers/practitioner educators?thanksJanet Isserlis 
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