Tools for ALL Learners

Overview

This section compares and contrasts various instructional models: differentiated instruction, universal design for learning and sheltered instruction. These models have been developed by diverse educators interested in applying evidence based practices to support the success of specific populations within the context of the general classroom.

The use of assistive technologies is supported by all three models, although they are not equally explicit about the role of technology.

Selected Reading

Title: Universally Designed Instruction

Citation: Orkwis, R. (2003). Universally designed instruction. (ERIC digest #E641). Arlington, VA: ERIC Clearinghouse on Disabilities.

URL: www.hoagiesgifted.org/eric/e641.html  

Use Information: “ERIC/OSEP Digests are in the public domain and may be freely reproduced and disseminated, but please acknowledge your source.”

Key Ideas

• UDL, Sheltered Instruction and Differentiated Instruction have several commonalities.  All three promote flexible grouping, strategic instruction, engaged learning (active participation), scaffolding, and explicit instruction.
• UDL originates from disability access issues.  UDL emphasizes the importance of technology in creating equitable learning opportunities.
• Sheltered Instruction (SIOP) originates from the instruction of English language learners.  SIOP emphasizes building background, comprehensible input, interactions in learning, practice and application.
• Differentiated Instruction has its origins in programs for the highly capable.  It emphasizes flexibility in process, content and product.

Extension and Reflection

Locate and read at least one of the following resources. Compare and contrast the instructional models. What commonalities do you find?

Additional Resources

• Effective Teaching Practices for English Language Learners (2002) by H. Waxman & K. Tellez in Spotlight on Student Success #705 from the Laboratory for Student Success, the Mid-Atlantic Regional Education Laboratory. http://www.temple.edu/LSS/pdf/spotlights/700/spot705.pdf
• Differentiated Instruction and Implications for UDL Implementation (2002) by Tracey Hall, T. The National Center on Accessing the General Curriculum. http://www.cast.org/publications/ncac/ncac_diffinstructudl.html