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Universal Design and Curriculum Adaptation in Maine |
Since 1996 the Maine CITE Project, ALLTech (formerly known as the Maine Center for Assistive Technology and Software -MECATS) and CAST, Inc. have worked together to bring Universal Design for Learning training opportunities to educators throughout Maine.
The underlying notion, to provide educators with new concepts and tools that help students achieve the Learning Results, guided Maine CITE's support of this Curriculum Adaptation Internship.
Universal design and assistive technology are complementary tools available to help students access educational programs and to learn. Universal design is an important component in developing strategies and techniques for identifying and circumventing barriers in existing curriculum materials and delivery methods. While technology is not a requirement of universal design, it makes the creation and use of universally designed curricula much faster and easier. It allows the teacher to adapt the curriculum more easily to meet a wide range of student need. Using technology to increase the accessibility of the curriculum itself shifts the responsibility for change from the individual to the learning environment. The goal of these efforts is the creation of accessible inclusionary classrooms.
To learn to identify and circumvent, for students with diverse learning needs, existing barriers in curriculum, instruction and assessment that are aligned with the Learning Results.
To establish the participants as consultants to their school and district staff in the adaptation and modification of curriculum, instruction and assessment.
To maximize the educational effectiveness of inclusive classroom settings and to minimize the need for substantially separate programs for students with special learning needs.
Coordinated by ALLTech, these year long internships were offered each year to teams from local school administrative units. Teams identified by each district included special education and regular classroom teachers, administrators, related services personnel and technology coordinators. Participants attended a 4-day summer institute, followed by a day and a half follow up each fall and spring.
Teams from the following School Administrative Units completed the training.
In addition to training district teams, specialized training was offered during 2001 and 2002 to other organizations in an effort to integrate universal design knowledge and skills into their existing professional development offerings. Individuals from Pine Tree Society, Maine Medical Center transition services, Center for Community Inclusion and staff from ALLTech participated.
Although this internship opportunity was not designed as a research project, Maine CITE and ALLTech worked together to collect participant self-reports on results attributed to their participation. During 2001 a written survey was sent to participants from years 1996 through 2001. Of the 75 surveys sent out, 31 or 41% were returned. Teams from year 2001 to 2002 were not surveyed since they had not completed the internship.
The following summarizes a number of those responses.
How effective was the internship in meeting its three major goals?
To learn to identify and circumvent barriers to curriculum, instruction and assessment…
Strongly or somewhat agree--80%
To establish participants as consultants….within the district…
Strongly or somewhat agree--87%
To maximize the educational effectiveness of inclusive settings…..
Strongly or somewhat agree--84%
Other responses included:
Because of your participation in this internship the students with whom you work feel better about school.
Strongly or somewhat agree--90%
Because of your participation the students with whom you work enjoy school more.
Strongly or somewhat agree--90%
Because of your participation the students with whom you work are more confident.
Strongly or somewhat agree--91%
Your participation helped you to assist the students with whom you work to meet the Maine Learning Results.
Strongly or somewhat agree--87%
You have encountered sufficient assistive technology when attempting to assist students with disabilities to meet the Learning Results.
Strongly or somewhat agree--71%
Anecdotal comments portray both positive results and difficulties encountered in implementing what participants learned. The following offers a sample of responses.
"I was successful in convincing the School Board to not cut budget (technology accounts for special ed) due to successes. Classroom teachers are using software we demonstrated."
"As the tech director for the district, I work with very few students directly, but I have been a resource for those who do. My colleagues and supervisors appreciate my increased knowledge of learning and tools-techniques to help students of all “stripes” learn. Further, as we begin to re-design our web site, I will be able to make it available to a wider audience using simple techniques and tools demonstrated. Thanks!"
"While administrative support remains strong, resources and special needs staff are hindered due to lack of funds. Lack of professional days for planning and implementing has left us insufficient to fulfill all of our goals....."
"Difficulties have been due to budget constraints."
"....My students are engaged and have learned skills that they have not learned..before. Students are writing and publishing stories and books when they were unable to even write a sentence before the adaptations. Students with special needs now feel useful and have high self-esteem to be part of the school community."
"At a PET for a student......we were discussing ways the student might access age-appropriate materials that he could not read. To demonstrate how a computer could read text, I dropped the PET minutes I was typing (on my laptop) into ULTimate reader and demonstrated large text, highlighted, read in two high quality voices. Student, parents and teachers were amazed! A difficult meeting turned into a delightful meeting as the student gained a new and powerful independent learning tool, which opened up the world of books to him.
The Maine CITE Coordinating Center and ALLTech continue to engage in activities to increase availability of universal design resources in Maine.
Maine CITE Coordinating Center, in collaboration with Maine Department of Education staff, is working with the Northeast and the Islands Regional Technology in Education Consortia (NEIRTEC) to explore ways for building capacity on universal design and accessibility for education in Maine. In addition, the Coordinating Center is working with the Region 1 ADA Center in this effort.
For details about these upcoming initiatives contact Kathy Powers at the Maine CITE Coordinating Center, University of Maine System, University College at 207-621-3195 voice, 207-621-3482 tty or e-mail kpowers@maine.edu
ALLTech offers workshops, on line courses and evaluation services directly to local school districts. In addition, ALLTech is developing a broader framework that defines universal design in the context of education as articulated in the statement below.
“Universal Design in Education (UDE) means that physical, social, and learning environments are designed so that individuals with a wide range of abilities can have meaningful access and participation in general education. Universal design in education is built in and involves flexibility of materials, strategies, approaches, and technology. Universal design should guide developers, educators, users, and others in developing and implementing environments that support diverse users, regardless of their abilities” ALLTech (2001).
To learn more about specific services and training available, contact ALLTech by phone: (207) 688-4573, toll-free (866) 688-4573, fax: (207) 688-4036, or TTY: (207) 688-4591. You may also visit ALLTech at http://www.alltech-tsi.org or e-mail them at info@alltech-tsi.org
Maine Consumer Information Technology and Training Exchange (Maine CITE) is authorized under the Assistive Technology Act of 1998 and is funded by the National Institute on Disability and Rehabilitation Research, US Department of Education. The lead agency is the Maine Department of Education, Special Services.
Kathleen Powers
Project Director
Maine CITE
Coordinating Center
May 2002
