Education/Post-Secondary

Part 1 of a two sessions focused on universal design for learning. Universal design for learning (UDL) is a framework based on neuroscience that is intended to foster the development of learners who are purposeful and motivated, knowledgeable and resourceful, and strategic and goal directed. Further, understanding the relationship among learning goals, assessment, methods and materials, and applying the UDL framework with fidelity is central to supporting effective learners and learning. This session will provide participants with an overview of the underlying tenets and guidelines of UDL, a  rationale for its implementation in P-20 education, a discussion of common critiques, and an opportunity to apply the principles to hypothetical and actual learning contexts. Key Learning Outcomes 1. Participants will develop or refine their understanding of the three principles and nine guidelines of the UDL framework.2. Participants will identify strengths and challenges to the effective implementation of the UDL framework within their professional context.3. Participants will apply select guidelines of the UDL framework within a hypothetical and/or actual learning context.

Part 1 of a two sessions focused on universal design for learning. Universal design for learning (UDL) is a framework based on neuroscience that is intended to foster the development of learners who are purposeful and motivated, knowledgeable and resourceful, and strategic and goal directed. Further, understanding the relationship among learning goals, assessment, methods and materials, and applying the UDL framework with fidelity is central to supporting effective learners and learning. This session will provide participants with an overview of the underlying tenets and guidelines of UDL, a  rationale for its implementation in P-20 education, a discussion of common critiques, and an opportunity to apply the principles to hypothetical and actual learning contexts. Key Learning Outcomes 1. Participants will develop or refine their understanding of the three principles and nine guidelines of the UDL framework.2. Participants will identify strengths and challenges to the effective implementation of the UDL framework within their professional context.3. Participants will apply select guidelines of the UDL framework within a hypothetical and/or actual learning context.

Individuals with intellectual and/or developmental disabilities may decide to attend college for many reasons. However, abundant research has shown these individuals are frequently not given the level of support needed for college transition. Students with intellectual and/or developmental disabilities do earn meaningful college credentials when given enough support, which can lead to integrated career opportunities. “Setting the bar high”, or supporting the development of organizational, time management, and goal setting skills, can greatly improve outcomes for these college students. Attendees of this presentation will hear the voices of college students with intellectual and/or developmental disabilities who attend college in Northern Arizona. Students will share their insights regarding success in higher education and describe how “setting the bar high” has enabled them to reach their goals. Key Learning Outcomes 1. Participants will understand the SIP-C program, its mission, its distinct zones across Northern Arizona, and the support services provided to students in each zone.2. Participants will recognize the unique experiences of students with I/DD navigating college transition, including the barriers they face and their personal successes, to increase awareness and visibility of disability voices in higher education institutions3. Participants will identify the benefits of post-secondary transition for students with I/DD, specifically in their development of self-advocacy, self-determination, autonomy, and independent living skills