This course combines 4 modules into one asynchronous course. Below are the descriptions of each module within this course:

Module 1: The Case for UDL: Equality, Equity, and Inclusive Practices:

In this module, The Case for UDL:  Equality, Equity, and Inclusive Practices, participants will develop an understanding of equality and equity for students in the classroom.  Educators will consider how to remove barriers to allow all students access to high quality core curriculum with a tiered support system.  The Diffusion of Innovation theory will help participants understand how the implementation of new ideas can be maximized by focusing on the early adopters.  This module will provide leadership teams with an understanding of the why and how of implementing inclusive practices within their building.

Module 2: Learner Variability and Barriers to Learning:

In this module, Learner Variability and Barriers to Learning, participants will develop an understanding of the potential barriers that students and families are faced with when attempting to access meaningful learning to meet the learning target. While getting an understanding of the potential barriers, we will discuss manners in which these barriers can be removed or eliminated in order to improve access for students. This module will also build awareness about how there is no true “average” student and how all learners have strengths and weaknesses along with preferences and interests that teachers can build upon to make a more meaningful experience for each student. Understanding about learner variability will help solidify the “why” for Universal Design for Learning (UDL) and the use of inclusionary practices to support students. This module will provide leadership teams with an understanding of these concepts and hopefully excite participants to learn more about UDL and inclusionary practices. 

Module 3: Introduction to Universal Design for Learning:

In this module, Introduction to Universal Design for Learning (UDL), participants will develop an understanding of the UDL framework, principles, and guidelines. In addition, participants will learn about three networks of the brain, how they are connected to learning, and how they provide the basis for the UDL framework. We will explore the role of the brain in the “Why, What, and How” of learning, and how UDL practices can support all learners. Participants will take a deep dive into the UDL guidelines to gain a deeper understanding of what UDL strategies look like in practice, and how they support students in becoming expert learners. This module will provide leadership teams with an understanding of these concepts, and opportunities to collaborate with fellow participants.

Module 4: Leading Implementation of Inclusionary Practices at the Building Level:

In this module, Leading Implementation of Inclusionary Practices at the Building Level, participants will develop an understanding of three important factors for Leaders to consider as they begin to implement Inclusionary Practices at the building level: implicit bias and its effect on expectations and choices for all staff members, the differences between Professional Learning Communities (PLC) and Intentional Learning Communities (ILC), and the benefits of providing increased opportunities for student voices.  In addition, participants will learn effective strategies to facilitate each practice. Resources will be available for deeper dives into all areas. This module will provide leadership teams with an understanding of these concepts, and opportunities to collaborate with fellow participants.

This course has 4 separate courses embedded into it. Some might prefer to take this course as an 8 clock hour block OR some might prefer to take each course separately as 2 hour blocks. Each one of these courses will also be offered asynchronously individually if this sounds more preferable.

This asynchronous course is to be completed at your own pace throughout the fall of 2020. Discussions and assignments will be graded for clock hour purposes.