Universal Design for Learning (UDL) in Inclusive Preschool Science Classrooms

Science instruction is a critical aspect of early learning. Teachers can support young children’s learning about scientific concepts through the use of the Universal Design for Learning (UDL) framework, which is a proactive approach to instructional planning that helps ensure success for all learners. This teaching techniques article offers preschool teachers practical solutions for implementing in the UDL framework for science instruction in their classrooms

Using a Universal Design for Learning Framework to Enhance Engagement in the Early Childhood Classroom

In order to meet the needs of young children, the National Association for the Education of Young Children (NAEYC) recommends teachers utilize developmentally appropriate practice, DAP. For young children with disabilities, teachers must also utilize the Division of Early Childhood (DEC) Recommended practices, evidence-based teaching practices aimed at enhancing learning outcomes for children and their families (DEC, 2014) that pair well with the NAEYC developmentally appropriate practices. Both NAEYC’s DAP and DEC’s Recommended Practices align with the concept of Universal Design for Learning (UDL). UDL is a framework for proactively addressing the needs of diverse and exceptional learners by ensuring all children have access to the curriculum. UDL includes the use of multiple means of engagement, multiple means of representation, and multiple means of expression. This article provides a brief overview of evidence-based UDL practices, with a specific focus on the use of engagement strategies for young children

Using a Universal Design for Learning Framework to Provide Multiple Means of Representation in the Early Childhood Classroom

In order to ensure high quality outcomes for all children in the early childhood classroom, teachers are expected to utilize both the Developmentally Appropriate Practices (DAP) provided by the National Association for the Education of Young Children (NAEYC, 2009), as well as the Division of Early Childhood (DEC) Recommended Practices (DEC, 2014). Both NAEYC’s DAP and DEC’s Recommended Practices align with the use of Universal Design for Learning (UDL). UDL is a framework that supports the learning needs of all learners through intentional, proactive, and reflective instruction and interactions. This article provides a brief overview of UDL, with a specific focus on multiple means of representation in the early childhood classroom

Using Assistive Technology Tools to Support Learning in the Inclusive Preschool Classroom

For over a century, early childhood experts have discussed the importance of play for young children’s growth and development. Play is critical for the development of young children as it increases learning (Barton, 2015), supports young children in gaining social and communication skills (Dennis & Stockall, 2015), and leads to social awareness and empathy skills (Brown, 2009). However, for young children with disabilities, accessing play and social interactions can prove to be challenging (Fallon & MacCobb, 2013). In order to support preschoolers with disabilities in learning through play, the authors recommend the use of assistive technologies (AT) for (a) communication, (b) mobility, and (c) independence. This article presents information about specific assistive technology devices and supports in each of these three areas

How Was Your Day in Preschool? Teaching Accurate Recall to Young Children with Autism Using Mobile Technologies and Visual Supports

Thesis (Ph.D.)--University of Washington, 2015As the number of children diagnosed with autism increases, the need for sustainable interventions and easy to use technologies is important. Advances in technology have changed the way educators can deliver and support instruction, in general and special education classrooms. This mixed methods study investigates the use of mobile technology-created visual supports as a method for teaching accurate recall to three young children with autism. Results suggest that these technologies may provide a sustainable way of developing and implementing visuals, provide a method of teaching accurate recall to young children with autism, and enhance parent-child conversations about the child’s day at school. Implications for teachers, families, and children with autism are discussed, as well as individual child results

Providing Multiple Means of Action and Expression in the Early Childhood Classroom Through a Universal Design for Learning Framework

In order to ensure the success of all children in an inclusive preschool classroom, teachers must utilize evidence-based practices as outlined by the National Association for the Education of Young Children’s Developmentally Appropriate Practices and the Council for Exceptional Children’sDivision of Early Childhood Recommended Practices. This can be achieved through the implementation of theUniversal Design for Learning (UDL) framework. UDL is a proactive approach to classroom instruction that provides multiple means of engagement, representation, and action and expression. This article provides a brief overview of UDL, with a specific focus on multiple means of action and expression in the early childhood classroom. It is critical for practitioners to incorporate strategies related to multiple means of action, engagement, expression, and representation because these strategies afford all learners diverse ways to navigate the learning environment, express their understanding, and demonstrate new knowledge and skills

Keeping Teachers Engaged during Non-Instructional Times: An Analysis of the Effects of a Naturalistic Intervention

As the prevalence of autism continues to rise, early childhood programs continue to evolve to meet the needs of children across a spectrum of abilities. To do this, strategies and supports are needed for teachers to engage with children who experience difficulties across developmental domains. Snack Talk, a naturalistic visual communication intervention, focuses on increases in conversation engagement for children with autism and related disabilities during mealtimes. This study examined the effects of the implementation of Snack Talk on increasing teacher engagement in conversation with five preschool children with autism during mealtimes in an EIBI classroom setting. A reversal design was used to analyze the relationship between Snack Talk and teacher conversational engagement with children. Results of this study demonstrated that implementation of Snack Talk increased instances of teacher engagement in conversation with children compared to baseline phases, demonstrating the promise of this intervention supporting students’ different levels of support needs in inclusive, blended settings. A functional relationship has been established between baseline and intervention phases and generalization. Limitations and directions for further research are discussed