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Chapter 1

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Students in the past were only given printed materials. Those who were not physically and emotionally adept were labeled as patients and placed in special education.
Stigma crushed students self-esteem, and this became a generalized feeling of inadequecy. CAST found that focusing on school reform, not individual students, was a promising way of overcoming the barrier of stigma.

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A New Approach: Universal Design for Learning

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A New Approach: Universal Design for Learning

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UDL was developed by CAST using neuroscience and educational research, and the use of technologies to create learning environments that were ready to meet the need of different types of students. CAST was founded in 1984 by medical professionals working in a children's hospital. They began to focus on student's "in the margins", attempting first to help students overcome barriers using the wealth of new technology being created. UDL quickly gained popularity as people began to see that there was a need for a program that was ready to handle student who didn't all learn the same. UDL has already proven that it has a great effect on many different students who need many different types of help.

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individual differences are "predictable, normal variation that exists across the population." This variation benefits all in the classroom environment.

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The creators of UDL learned through experimentation that it would be more efficient to help teachers and schools remove obstacles rather than having a single student trying to over come a challenge that many students might be facing.
The old style of teaching and learning was all about print and how well the "medium" student preformed on standardized tests. If you were a student who did not deal with print, standardized testing, or were under the "medium" mark you might have been left behind.
For many students, falling below expectations had the psychological effect of taking the fun out of school. They also lost self-efficacy, leaving many students feeling as if they were not good enough.

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Multiple means of:
1. Engagement
2. Representation
3. Action and Expression

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1. be flexible enough in curriculum to meet all needs and remove most barriers.
2. increase self-regulation in students
3. provide individualized instruction and support all learners
4. provide multiple ways to learn and demonstrate learning in order to prevent underestimating potential
5. recognize epigenetics: the influence and effects the environment has on genetics.

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1. helps make, choose, and plan effective strategies
2. describe variability in detail and accommodate variability
3. integrate cognition and emotion and create feelings of safety
4. balance challenge and support in order to increase self-efficacy and learning outcomes

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Changes made to UDL include:
1. changes in theory and practice.
Neuroscience redefined variability, epigenetics proved that students abilities are not fixed, and science recognized that distressed students learn less than students with positive emotions. Research demonstrated diversity had a positive impact on self-eficacy.
2. changes in the UDL Environment.
Over time the emphasis has moved to family involvement, not just parents, as well as more equal balance between teachers and families. The environment has shifted more to inclusive classrooms, with additional technology.
3. changes to UDL media usage.
The group CAST formed the same year as the first personal computer was released. Technological advancement has progressed incredibly since then, adding many solutions and adaptations for disabilities as well as general class management.

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"The average student is a myth, a statistical artifact not corresponding to any actual individual."
The "overall aim of education [is] to develop learner expertise in students, teachers, and systems as a whole."
"Context and self-awareness as a learner both play a huge role in whether any condition isdisabling or not.
UDL is about flexibility and providing multiple ways for students to succeed

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Chapter 2

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Braille Cube and Fosbury Flop: Two Major Lessons

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Braille Cube and Fosbury Flop: Two Major Lessons

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The regular color cube doesn't work for those who are blind. The Braille cube was an attempt at increasing accessibility. The issue is that it had a very limited audience and couldn't be used by non-Braille readers, limiting mentorship. Braille also read slower, making it incompetent for competition. The solution was easy shapes on the surface that could quickly be felt, with colors that still allowed the non-disabled to use it effectively. Tools are best when they can be used by both those with disabilities and those without. Think back to the example of curb ramps used by those in wheelchairs, strollers, lawnmowers, etc.
The Fosbury Flop was created by someone who was not very successful with traditional techniques. They recognized their own strengths and weaknesses, developed a different and successful method, and then self-advocated. This once shunned technique is now extremely popular. Take-Away: students should be encouraged to self-advocate, and develop their own strategies. They should be allowed to succeed in their own way

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-Mastery is being able to comprehend and demonstrate a subject or skill at advanced levels.
-Expert Learners are strategic, motivated, and resourceful.
-Expertise is a continual process, not a destination. It cannot be measured at one point in time because it is a process.
-Self-Regulation: ability to reflect on and modify cognitive processes.
-Engagement: interest, investment, and motivation towards learning

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Fluency - The ability to understand and express information quickly, accurately, and with ease.
Scaffold - A temporary support that allows learners to develop strategies, skills, and/ or understanding.
Variability - The dynamic and ever changing mix of strengths and challenges that makes up each learner.
Growth Mindset- an approach in which learners believe that intelligence is not fixed, but can be developed through effort and persistence, particularly in challenging situations.
self-efficacy- belief an individual has in his her ability or capacity to succeed in a given situation.
Community of practice - a community of practice is a network of individuals who share a common area of interest, a commitment to sharing information about that interest, and who put that information into practice in order to grow in skills and expertise.
progress monitoring-

Progress monitoring is a scientifically-based, repeated measurement of academic performance that is used to inform instruction of individual students

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Foster, Challenge, and Support
Teach Students HOW to learn