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Module 8 Interactive Discussion Board History classes for many six graders become not accessible, as the material is usually learned from books that prevent many students with learning difficulties from coping with the curriculum. That is why the task of the teacher is to present a great variety of learning resources which would be available for all the students in an inclusive setting. When students learn history of the state they live in, presentation of the material should not be limited to reading textbooks or articles only. The teacher should actively use computer resources which will make the material more comprehensive for all the students. The teacher may use an audio-taped story about some period in the history of the state and illustrate this story with paintings, photographs (if available), sketches depicting crucial events of that period. The material should not be concentrated on some formal events only.
history should necessarily describe the life of common people, preferably life of children of the age of our students. This will make the subject closer to the real life of students and will awake their interest and curiosity. The material may be presented with the help of movies or PC programs that make students virtually participate and be involved in the historic events of their state. In the process of learning students can use numerous websites that are devoted to the history of their state and suggest a lot of varied information presented in multiple formats. The students would also be advised to participate in online forums and exchange information on the topic with their peers or even with highly qualified history experts.
It would be very useful if students could find in their neighborhood a senior person who could tell them his / her life story in the context of events that took place in the state. To assess students knowledge the teacher would ask them to summarize the knowledge obtained in one of the following ways. Students who can draw would make a number of pictures depicting the main events of the period, students who are good at rhyming would compose some verses on the topic, students with good acting skills would enact important events of that period. This approach would be very valuable and make the students remember the material, as what they would present during the class would be based on deep positive emotions and each student would demonstrate his / her knowledge in the way s / he excels in. The use of these various approaches will provide involvement of all students in the material they learn, and will help each student regardless of his / her learning difficulties to do his / her best and master the curriculum.
Part 2 The Universal Design for Learning is a very progressive approach that can really change the quality of learning for the better. And the advantages which this approach presents override its minor disadvantages which are mainly connected with time consumption required for implementation of the UDL in the classroom. For many children with learning disabilities, who constantly have to experience failures in learning, as Linda Broatch noted, strong feelings of frustration, anger, sadness, or shame can lead to psychological difficulties such as anxiety, depression, or low self-esteem, as well as behavioral problems such as substance abuse or juvenile delinquency. But the UDL helps educators to successfully solve this acute problem and prevent deterioration of behavior and psychological state of students. These children can collaborate with their classmates, they become more interested in studying, more encouraged discovering their new abilities with the help of the Universal Design for Learning. But not only children with learning difficulties benefit from the UDL, each student feels more comfortable when s / he has a possibility to choose his / her own way of learning the material and enriching his / her knowledge without any constraints which are based on the limited choice of sources.
According to the suggestion of Orkwis the mere presence of good software programs in the classroom does not guarantee that they will provide needed access. The teacher should use a great variety of formats and activities which should be wisely selected for each student. Mere suggestion of multiple choices can not give a desirable result, as children may be simply at a loss and may make a wrong choice of the method of learning. That is why the teacher plays an ultimate role in directing students to choosing the approach which is most suitable for them. This takes much time and requires from the teacher great knowledge, skills, experience and a deep insight in the needs of his / her students. Bibliography 1.
Broatch, L. (2003). Learning Disabilities and Psychological Problems An Overview Retrieved April 5, 2004, from web 2. Orkwis, R. (December 1999). Curriculum Access and Universal Design for Learning.
The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC). Retrieved April 4, 2004, from web 3. Bashinski, S. (April 2004). The Issues: Adapting the Curriculum to Meet the Needs of Diverse Learners. PBS Teacher Source.
Retrieved April 5, 2004, from web 4. Rose, D. H. & Meyer, A. (2003). Digital learning.
Cable in the Classroom, 13 (3), 20 - 23. Retrieved April 7, 2004 from web 5. Dolan, R. P. and T. E.
Hall (2001). Universal Design for Learning: Implications for Large-Scale Assessment. IDA Perspectives 27 (4): 22 - 25. Retrieved April 6, 2004 from web 6. Rose, D. & Dolan, R.
P. (2000). Universal Design for Learning. Journal of Special Education Technology, 15 (4). Retrieved April 6, 2004 from web
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