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

Comparing the effects of two inhaled glucocorticoids on allergen-induced bronchoconstriction and markers of systemic effects, a randomised cross-over double-blind study

<p>Abstract</p> <p>Background</p> <p>Inhaled glucocorticoids are efficient in protecting against asthma exacerbations, but methods to compare their efficacy vs systemic effects have only been attempted in larger multi-centre studies. The aim of the current study was therefore to directly compare the effects of two separate inhaled glucocorticoids, mometasone and budesonide, to compare the effects on the early and late asthmatic responses to inhaled allergen in patients with mild allergic asthma, and sputum eosinophils, and to relate the clinical positive effects to any systemic effects observed.</p> <p>Methods</p> <p>Twelve patients with documented early and late asthmatic responses (EAR and LAR) to inhaled allergen at a screening visit were randomized in a double-blind fashion to treatment with mometasone (200 μg × 2 or 400 μg × 2), budesonide (400 μg × 2) or placebo in a double-blind crossover fashion for a period of seven days. Challenge with the total allergen dose causing both an EAR and LAR was given on the last day of treatment taken in the morning. Lung function was assessed using FEV1, and systemic glucocorticoid activity was quantified using 24 h urinary cortisol.</p> <p>Results</p> <p>Mometasone and budesonide attenuate both EAR and LAR to allergen to a similar degree. No significant dose-related effects on the lung function parameters were observed. Both treatments reduced the relative amount of sputum eosinophils (%) after allergen. At the dose of 800 μg daily, mometasone reduced 24 h urinary cortisol by approximately 35%. Both drugs were well tolerated.</p> <p>Conclusions</p> <p>Mometasone and budesonide are equieffective in reducing early and late asthmatic responses induced by inhaled allergen challenge. Mometasone 800 μg given for seven days partially affects the HPA axis.</p

The DRIFT Dark Matter Experiments

The current status of the DRIFT (Directional Recoil Identification From Tracks) experiment at Boulby Mine is presented, including the latest limits on the WIMP spin-dependent cross-section from 1.5 kg days of running with a mixture of CS2 and CF4. Planned upgrades to DRIFT IId are detailed, along with ongoing work towards DRIFT III, which aims to be the world's first 10 m3-scale directional Dark Matter detector.Comment: Proceedings of the 3rd International conference on Directional Detection of Dark Matter (CYGNUS 2011), Aussois, France, 8-10 June 201

Virtual screening for inhibitors of the human TSLP:TSLPR interaction

The pro-inflammatory cytokine thymic stromal lymphopoietin (TSLP) plays a pivotal role in the pathophysiology of various allergy disorders that are mediated by type 2 helper T cell (Th2) responses, such as asthma and atopic dermatitis. TSLP forms a ternary complex with the TSLP receptor (TSLPR) and the interleukin-7-receptor subunit alpha (IL-7Ra), thereby activating a signaling cascade that culminates in the release of pro-inflammatory mediators. In this study, we conducted an in silico characterization of the TSLP: TSLPR complex to investigate the drugability of this complex. Two commercially available fragment libraries were screened computationally for possible inhibitors and a selection of fragments was subsequently tested in vitro. The screening setup consisted of two orthogonal assays measuring TSLP binding to TSLPR: a BLI-based assay and a biochemical assay based on a TSLP: alkaline phosphatase fusion protein. Four fragments pertaining to diverse chemical classes were identified to reduce TSLP: TSLPR complex formation to less than 75% in millimolar concentrations. We have used unbiased molecular dynamics simulations to develop a Markov state model that characterized the binding pathway of the most interesting compound. This work provides a proof-ofprinciple for use of fragments in the inhibition of TSLP: TSLPR complexation