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A deep look into multiple means of representation using the UDL model as a guideline with scenarios involving three students with different learning disabilities.
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A deep look into multiple means of representation using the UDL model as a guideline with scenarios involving three students with different learning disabilities.
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A deep look into multiple means of representation using the UDL model as a guideline with scenarios involving three students with different learning disabilities.
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The podcast focuses on the concept of multiple means of representation in special education. It emphasizes that learners differ in how they perceive and comprehend information. The Universal Design for Learning (UDL) provides guidelines for using multiple methods of instruction based on students' strengths and weaknesses. There are three models to follow: perception, language and symbols, and comprehension. Each model has checkpoints to ensure effective representation. The podcast also provides instructional scenarios for students with specific barriers and suggests strategies to help them overcome those barriers. Welcome all, my name is Jessica Rafferty, I'm a graduate student with the University of Arizona Global Campus. I am working towards a degree in special education. The focus of this podcast today is to understand the reasoning behind multiple means of representation. So what do we mean by multiple means of representation? When we're discussing the multiple means of representation, it needs to be remembered that there is not one singular definition to explain such a concept. There are multiple levels of representation dependent upon the student, their disability, how they can utilize other forms of representation to engage their learning, as well as the educational professional utilizing the educational professional who's utilizing multiple means of representation to convey the curriculum to the students in a way that they can comprehend. According to CAST, learners differ in ways that they perceive and comprehend information that is presented to them. There is not one means of representation that will be optimal for all learners. The multiple means of representation represented guidelines of the universal design of learning. It allows multiple methods of instruction to take place while being mindful of the students, their strengths and their weaknesses, and builds upon their own learning path. Within this representation, there are three models to follow to ensure that all facets are being reached. The first model is perception. It offers interaction with flexible content that does not depend on a single sense like sight, hearing, movement, or touch. It offers ways of customizing the display of information through different platforms, allowing for multiple sensory learners to be taught at once. It also offers alternatives for auditory information where the learner can view graphics, speech-to-text, visual diagrams, and charts and tactile manipulatives to be used to how they learn. There are also alternatives for visual information that will allow the learner to grasp the concept as a hearing or visually unimpaired individual will, but with alternatives that are user-friendly and keep in mind the student's learning style. Each of these points may be used together or independently to create a lesson that is understandable by all and any kind of student who work towards mastery of their standards that they are being taught. The second model is the language and symbols. This offers communication through language that creates a shared understanding through four checkpoints. The first checkpoint is clarifying vocabulary and symbols. This allows the presentation to be given using words, symbols, numbers, and icons. This allows for the receiver of the presentation to view the information through multiple outlets instead of consistency, relying information through words and auditory processing of the information. The second checkpoint is clarifying syntax and structure, which allows for a breakdown of the materials, which opens the students up to a further understanding of the concept, allowing for their own learning style to be present. This will also allow the students to be able to find connections to previously learned instruction that they would be able to connect to what they are currently working on. The third checkpoint is supporting decoding of text and mathematical notation and symbols. It is a way for students to understand materials by decoding their meaning and not into easily understandable information that can be processed for their own learning growth. Students can use different platforms to work on this using text-to-speech, automatic voicing, and digital mathematical notation. Digital text with accompanying human voice recording, flexibility, and easy-to-access multiple representation of notation, where appropriate, and clarification of notation through lists of key terms. The next checkpoint is promoting understanding across languages. This will allow teachers to use similar language throughout the course of the school by rolling terminology throughout different subjects that the students are learning. The idea is to link the vocabulary to various aspects of their learning. This will allow for students to see a connection between what they are learning and how they can use the same terminology in other subjects throughout their school day. The last checkpoint is illustrating through multimedia. It lies in the way information is presented to the students. It is not enough to simply have students read textbooks and or listen to their teachers explain, but allows the floor to be open to using multiple domains to instruct the students based on the different platforms that may be available. Teachers are giving reign to conveying information in ways that will allow the students to be active learners through any platform of their choosing, either making the information interactive by having the students work along such as Classkick or Nearpod, or by watching visual manipulatives such as Google Slides or PowerPoints. The last model we're going to talk about is comprehension. This constructs meaning and generates new understandings. Through the four different checkpoints, active or supply background knowledge, highlight patterns, critical features, extensive ideas and relationships, they guide information processing and visualization and maximize transfer and generalization. In generalization, it is necessary for the teacher to fully grasp the way that students can process information while also using what they know to connect it to the information that they are currently learning. The teacher must continue to question throughout the learning process whether each student's accommodations are being met and are they able to connect what they are learning to past materials. Through the UDL guidelines for representation, there must be a connection to what the students are currently learning, what they have already learned, and what they will learn in the future. When teachers use all the platforms that are available and show students that they can learn diverse ways, they are willing to be actively engaged in learning and be ready to show what they know through the representation that is being given. We do have a couple of instructional scenarios that we're going to walk through. The first scenario we will call our student, Student A. His learning barrier is that he has difficulty decoding math symbols in the instructional setting. When Student A is presented with different math symbols to use decoding, he or she cannot decipher their meaning and their use in the instructional setting being whole class, small group, or independent assignments. Here is the instructional strategy that we move forward with. We're going to use Check 2.3 from the UDL, which allows for flexibility and easy access to multiple representations of notation where appropriate, i.e., formulas, word problems, graphs, according to the West Virginia Department of Education. When Student A is presented with math symbols in the instructional setting, he or she will be given tactile manipulatives to help him or her be able to show a relationship between the symbols that the class is learning about and relating it to the material that the class is covering. This will lead him or her to be able to continue use of the materials to understand the information that he or she is learning and completing any classwork or assessments that the class is currently taking. They will be given a cheat sheet of sorts that will allow them to remember the mathematical notations by accompanying it with the definition of the symbol, what they were used for, and, if necessary, how to effectively use them in completing any mathematical work given. We will move on to instructional scenario number two. We will call this student, Student B. Their barrier is that they present with a visual disability and struggle to see images when they are presented with content. Or, when they are working in a document with images. Student B will continue to struggle with such a disability until they are taught the skills that will allow them to use what they have already been taught and to show the work correctly. For the instructional strategy for Student B, we are going to use UDL checkpoint number 1.3. This uses touch equivalents, tactile graphics, or objects of reference for key visuals that represent concept, according to the West Virginia Department of Education. By providing Student B with physical objects that will allow them to relate the images and what the teacher is presenting to a physical understanding of what is being taught, they will be able to grasp the concepts stronger. Student B demonstrates difficulty being able to decipher the images that are used in the learning model and, therefore, will need to be taught how to use different objects, manipulatives, to comprehend what they are learning. The use of objects will help to gain students' learning and understanding, but may not be the only method to be used in education. According to Peckinnate, a tactile picture is a physical representation of an image executed in relief and usually printed on special paper, with swollen or raised parts that can be felt with finders. Swollen paper has a layer of heat-reactive microcastles, and when a heater fuses to it, the black markings are raised. These specifically designed paper images will allow for the students to be able to pull into focus their other senses to grasp a full understanding of what the teacher is showing and how to allow them to learn in a comparable manner, as the remainder of the students, no matter their disability. For our last instructional model example, we have Student C. Their barrier for Student C is that they cannot decipher the difference between information that is essential and what information is of less importance when learning updated content. Student C may be taking copious amounts of notes about what the teacher is presenting, as they cannot distinguish between the main concepts of the information and secondary knowledge, which is not as similar of importance. Or the opposite, Student C is taking notes on information that is irrelevant to the lesson and missing the crucial information that is encompassing the main lesson's topic. For the instructional strategy for Student C, we will be using checkpoint number 3.2. We will highlight or emphasize key elements in text, graphics, diagrams, and formulas by specifically pointing out to Student C what the most essential information is. They will be able to understand and listen for specific information pertinent to the concept. A graphic organizer of any kind may be useful in establishing a sense of order for which the students need to take notes of the essential information. The teacher may take the time prior to class to label the graphic organizer for the student, allowing them to know what they are looking for and taking adequate notes about the most valuable information. Another format that may be useful for students who have difficulty taking notes is a digital process system for note-taking. Software that supports brainstorming, such as through the creation of concept maps, flowcharts, or diagrams. Shared whiteboards or other collaborative environments that support digital note-taking or lists. Screen capture or interactive annotation apps. Timeline or project management software for organizing and meeting deadlines. It is a good rule of thumb that if a student is struggling with learning taking notes skills, the teacher should take the time to prior to make the note-taking, to mark the note-taking with specific highlights and points that the students need to learn so that they know where their focus should be and when the material is presented and what they are to take notes on. This will focus the students attention on what they are to gain from the lesson and what they will need to take away to maintain this knowledge for further use. We will move on to topic number two, the blended learning model. The blended learning model of focus will be the rotation model, specifically drawing point, to enrich virtual model. Most of the students learning programs will be completed through an online program of study. The teacher will be there to monitor and instruct when needed, but most of the learning will be completed online in a self-paced guide with minimal face-to-face interaction with the teacher. Sonata and Ross defined the enriched virtual model by explaining the students still meet with a teacher of record in person, but complete much of their coursework online. In this model, students have limited sessions with their teachers in person, but they are also required to meet with them each week of an agreed-upon schedule. This model allows students to gain control of their learning and have on standby that they will meet with them weekly to discuss any questions that they may have as it pertains to the information that is currently in their context of learning. Following the multiple means of representation, the teachers can assign different assignments using a multitude of platforms that can cater to the students needs. Depending on the student's ability will depend on what platform will be used. Many of the platforms can serve multiple purposes of reaching students at their level while also accommodating any disability that they may have. Although it lacks the physical form of education that we have learned to come to refer to as the norm of using manipulatives and concrete materials to enrich the students learning. Even though students may not have concrete materials, they will have the use of utilizing technological tools to complete similar work using picture manipulatives of on-screen platforms that will allow for digital manipulation of objects. Topic number three, the accessibility. The focus of the article pertains to the different accessibility markers that can be used in multiple forms of technology. By teaching students the proper way to use these digital forms, it is to be able to access materials in ways that they have never before as a stipulation of disability. Many of the programs that were mentioned in this article are features that are already downloaded and ready to use. As with any program, frequent updates will be made to detect and distinguish any bugs that may be in the system. No matter which program is being used, an iPad, Google, or Microsoft, they each have similar features that can relay the information to make it accessible to the students to either translate, utilize captions, or use voice typing to complete work assigned to them. Technology can allow for greater accessibility for all individuals, no matter what their disability, as it can be used to accommodate those where they need it in their own learning. The iPad accessibility features have multiple various levels that allows for students to use any of them to fulfill their need in their education. The spoken content feature can read a selection of text or full screen. Students can also adjust the rate of speech and customize the appearance of the text as it is read. The spoken content feature is direct relation to the multiple means of representation by establishing a purpose for the learning by gearing materials to best match the student's needs. They can use the spoken content feature to read text from a text or website where they may have had difficulty completing it prior. They may know how to do so with assistance while still having their needs met and their IEP goals attainable using the new software. We'll move on to the last topic, which is how can multiple means of representation help me? Throughout the completion of this assignment and learning about the multiple means of representation, I was able to learn that there are different tools that can be used to assist students in need. The UDL checklist is a fantastic resource that will be used for many years to come as it will guide me with my educational profession, as well as helping students to learn new ways to make their learning accessible. The key concept in multiple means of representation is that there are many forms of representation that can occur and be taught. Finding the one that will support students in their adventure will be what motivates them to learn new methods and represent themselves and their work. Having the ability to understand every child's needs on the first day of school is impossible. Students change their learning styles, they may grow, and there's no way to determine who will be in the classroom. What their needs will be and how the best way to navigate their needs will be met. The students must be taught methods that work for them as individuals. As the curriculum may be geared towards an entire class or subject, the material and the way it is delivered must be given to benefit the students and their learning needs. Relating this information to my current classroom of first-grade students is a concept that I hold to them today. I enjoy utilizing multiple means of technology and representation and having them complete their work. Each day in multiple subjects, we use Classkick, Nearpod, and Google Slides and Schoology to complete our work. They use their tools and unique features in these applications to complete the work that I'm teaching to represent what they know and how using context to our current concepts that are being taught. My takeaway from the UDL and the multiple means of representation coincide with the need to share representation in all work that is being completed. Students should be given the ability to use their free thinking to navigate through the material and understand that they can learn using their own style. It can be manipulated and created to have them use what they know to successfully advance their education and learn skills that they will hold with them for years to come. As a learner myself, I like the students needs to be engaged in the learning to fully process what is being asked for them. By working through the modules that allow for different forms of representation and not simply reading text and then answering questions, but to apply the text correctly and then continue to use what was learned to build upon the information that has already been taught. So in conclusion here, thank you very much to all my podcast listeners. I hope I really opened up your minds. I appreciate the time that you took today to look, to listen and follow and look forward to working with you again. I hope you all enjoyed it.
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