{"id":139,"date":"2010-05-19T09:01:12","date_gmt":"2010-05-19T13:01:12","guid":{"rendered":"http:\/\/blog.uvm.edu\/udl-2010conference\/?page_id=139"},"modified":"2010-05-19T09:04:44","modified_gmt":"2010-05-19T13:04:44","slug":"112-lawrence-shelton30","status":"publish","type":"page","link":"https:\/\/blog.uvm.edu\/udl-2010conference\/session-notes-and-comments\/112-lawrence-shelton30\/","title":{"rendered":"#112 &#8211; Lawrence Shelton"},"content":{"rendered":"<p><iframe loading=\"lazy\" title=\"BLbD Workshop 112 - Disabling Environments in Higher Education - Lawrence Shelton30, Ph.D.\" src=\"https:\/\/player.vimeo.com\/video\/11837898?dnt=1&amp;app_id=122963\" width=\"640\" height=\"480\" frameborder=\"0\" allow=\"autoplay; fullscreen; picture-in-picture; clipboard-write\"><\/iframe><\/p>\n<p><strong>Session 112:\u00a0 Disabling Environments in Higher Education<\/strong><\/p>\n<p><strong>Session Host:\u00a0 Tim Fox<\/strong><\/p>\n<p><strong> <\/strong><\/p>\n<p><strong>Interesting Questions<\/strong>:<\/p>\n<p>The goal that all students learn is held by only about 33% of  faculty.\u00a0 Most faculty put blame for not learning on the students.<\/p>\n<p><strong>Question<\/strong> \u2013 If we make our courses so that everyone  can succeed, how do make the course challenging for the better  students.\u00a0 In the sciences, some students do not have the critical  thinking skills to become a scientist.\u00a0 We need to sort the students  into those that will make it in the sciences and those that should look  to other majors.<\/p>\n<p><strong>Larry\u2019s Answer:<\/strong> He agreed that that is a real  concern.\u00a0 It depends on where students should be sorted.\u00a0 Beginning  classes probably are not the right place to begin the sorting process.\u00a0  Students need to be taught so that they learn the critical skills (or  have a chance to learn them) before sorting occurs.\u00a0 Some students don\u2019t  have the background knowledge, or are not ready to learn in their  freshman year.\u00a0 It is a program issues and not a single course issue.\u00a0  Students should be taught enough so that they can make the decision to  change a major rather than be sorted by faculty.\u00a0 There is no easy  answer but the principles of UDL can help faculty to ask the right  questions.<\/p>\n<p><strong>Question:<\/strong> If HS didn\u2019t teach them to write.\u00a0 At some  point it becomes your job to teach them.\u00a0\u00a0 Push back.\u00a0\u00a0\u00a0\u00a0 Larry  agreed.\u00a0 I can set the entry requirement for a course (.e.g., you need  ot be able to do math etc.) otherwise you need to teach them missing  skills.<\/p>\n<p>What do I really need them to know? Where can I send them on campus  for help?\u00a0 How can I teach them?<\/p>\n<p>Question:\u00a0 Who is disabled?\u00a0 I find probamatic.\u00a0 Knocking frameworks  around how UDL is set up.<\/p>\n<p>Stigma for disability.\u00a0 Spend years working on stigma, The way Larry  is using label disabled is the disabilities is not a disability on one  environment but is in another.\u00a0 Students engage in different ways but  envoronments favor particiupar ways of learning over others.<\/p>\n<p>Without stairs, mobility may not be a disability.\u00a0 UDL has done is to  help us look at the hidden barriers in education.<\/p>\n<p>With a blind students, my language is disabling.\u00a0 My language is  visually oriented.\u00a0 Look at this.\u00a0 I need to change how I use the  language.<\/p>\n<p>Online course doesn\u2019t require spoken language.\u00a0 No need for ASL  interpreter.\u00a0 All students need a level of writing.<\/p>\n<p><strong>Question:<\/strong> How do we deal with the amount of material  that students must be taught?\u00a0 There is never enough time to cover it  all.<\/p>\n<p><strong>Larry\u2019s Answer:<\/strong> Howard Gardner from Harvard Graduate  School asked the same question.\u00a0 At the end of courses in which  students were given all sorts of information and examples why didn\u2019t  they have a basic understanding of the course content by the end of  course.\u00a0 He concluded that they processed a lot of information but  couldn\u2019t put it all together in the end.\u00a0 Perhaps they were given too  much information and not enough structure to be form usable concepts.\u00a0  He cut out half of the reading, gave less examples, and provided clearer  explanations.\u00a0 His student\u2019s did better.\u00a0 Larry also had an experience  in which he had to reduce a\u00a0 two semester course into one semester.\u00a0  Although he thought it could not be done, he did it.\u00a0 He had to redo his  priorities and really look at what was important for his students to  learn.\u00a0 Once completed he considered the one semester course superior to  the two semesters.\u00a0 It was a process of defining his goals and teaching  critical information.<\/p>\n<p><strong>Summarizing Thoughts and or Questions:<\/strong><\/p>\n<p>It was an interesting and informative session.\u00a0 The participants had  great comments and pushed Dr. Shelton for fuller explanations to their  issues.\u00a0 Dr. Shelton\u2019s responses were measured and informative.\u00a0 He has  obviously put considerable time and thought into his UDL practice with  students.\u00a0 There is never a simple answer to complex issues, but through  thoughtful conversation and sharing of ideas, we can find some pretty  amazing solutions.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Session 112:\u00a0 Disabling Environments in Higher Education Session Host:\u00a0 Tim Fox Interesting Questions: The goal that all students learn is held by only about 33% of faculty.\u00a0 Most faculty put blame for not learning on the students. 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