|
|
|
Model One:
Selection of Implementation examples
In the Concord Schools, all eight components were important in UDL implementation.
This model shows a selection of particular implementation strategies for each
component.
|
Concord
Model Component
|
Concord
Model Implementation
|
| 1. Technology infrastructure | Intranet and Internet installed; teachers as part-time technology experts and mentors; computers in classrooms and labs; software and content availability |
| 2. Digital Content Resources | Theme related image collections from the web and CD ROM’s stored on school server; digital versions of texts and supplementary materials |
| 3. Administrative support | Advocates present UDL to principals, school board, administrators; Grant writing involving administration; reallocation of funds from various sources to make UDL work for all students |
| 4. Teacher training and support | Ongoing training strands; classroom teachers offered mentoring within building; teachers have option to train for new roles and teach part-time |
| 5. Redefined roles for special and regular education teachers | Special education teachers collaborate with technology staff, acquire technology skills, and bring new techniques to all students in the classroom. |
| 6. Collaborative curriculum planning | Special education teacher, classroom teachers, and technology personnel address curriculum barriers and solutions collaboratively; review potential barriers ahead of working with students |
|
7. Parent and community involvement |
Parent volunteers for digitizing and gathering and using other UDL materials; parent participation via the Web in student learning |
| 8. Creative funding | Special funds, including special educations funds, applied to UDL to improve learning for all; small grant opportunities; collaboration with nonprofits |