Article Reflection
Reading difficulties in the general education classroom: A taxonomy of text modification strategies-- Edyburn


I found that this article really hit home with me. Especially with the my English class this year where I have many students who struggle with reading on a daily basis. At the beginning Edyburn posed the question, what happens when a child with a learning disability cannot read at grade level?” This is a question I struggle with regularly. The reading task analysis also made me more cognizant of this as well. I have some students in various subjects that are reading extremely far below grade level. It can be challenging to find appropriate and meaningful texts that meet the needs of all students. I have been beginning to explore assistive technology for these students. I have tried a few apps and strategies, and I am learning along the way. The fear of the unknown is still present, but wading through it is better than the alternative.

He says later on that at some point we need to turn to assistive technology. Simple, but something I don’t think we (or at least I) am doing as much as I should be. I realize not how many options there are and how many truly useful and effective apps there are readily available. I do think it is important to carefully analyze and choose what is best for the student, however, I think that remediation is our default, as we truly need to examine why we are doing what we are doing. If we see that remediation will benefit the student, and progress is being made, then that is a strategy that can be continued. “Routine failure to attain appropriate levels of academic performance should trigger assistive technology consideration.” (2) I think we need to ensure that we are assessing all situations and choosing the best course of action for the student.

One thing I find difficult is lack of knowledge and useful and effective training. It discourages me to think of all the teachers out there that would be using more compensatory approaches if only they knew more about the technology or which would be a good match for each student. BUT, we can teach and work with each other. I have begun conferencing with teachers at school and discussing what apps might benefit certain students. I am excited to see where it goes!

http://www.youtube.com/watch?v=EjJg9NfTXos#t=59

Task Analysis and a UDL Reminder

Doing a reading and writing task analysis has heightened my awareness of the quantity and diversity in student needs in what are seemingly simple or basis tasks that we might assign on a daily basis. Completing a task analysis-- reading, writing etc. allows us to identify all the different areas that need to be addressed when working with students with LD. During the process I found myself thinking of specific students that struggle with certain things. I was able to momentarily put myself in their shoes to see what things they face on a daily basis. This is certainly something I need to be more cognizant of for every class of students I teach daily.

This is me. I need reminders. I should tie a string around my finger every morning to remind myself of the importance of breaking down exactly what I am asking my students to do, what I want them to know, and how they are going to learn it.

I am continually being reminded of the basic principles of UDL. I learned about it briefly in my education in different ways, but as soon as I was out teaching, the reality was different than the theory. In my time subbing I got to see and take in a lot. I was in a lot of different classrooms and I got to see how different teachers approached teaching and learning. From the outside it can be so easy to see what is “wrong,” or not the best practice. However, on the flip side, it is so easy to become overwhelmed and bogged down by all of the demands from various people. That is a large part of the reason I began my masters when I did. I wanted to continue learning in this environment and be surrounded by other teachers who want the same. UDL is something that seems so obvious, yet something I need to ensure I am cognizant of and thinking about when planning and programming for students. UDL is access for all from the beginning and ensuring all activities are accessible to all kids. It all comes down to making the curriculum accessible to all.

Something that really stuck out to me during today’s class is the difference between UDL and differentiation. UDL places the deficit on the curriculum, not child. Differentiating primarily happens after the fact and takes huge amounts of time, whereas UDL starts before. It is a way of teaching and learning. I realize that some of the UDL stuff I am saying is redundant and has been talked to death, but I am someone who needs continual reminders so I don't get stuck in a rut. I find every Saturday we are here I am reevaluating me teaching practices and rethinking my last two weeks and thinking about how I am going to implement what I am learning and what I am being reminded of in the coming weeks.

I also would like to note how impressed I am with the enhanced textbooks that we got a glimpse of today. I wish so badly I had access to these or something like this for my grade 7 science class. The future is bright!

Now I am off to buy some string. :)

Universal Design for Learning