Understanding and Supporting Individual Learning Needs

Course Objectives:
● Understand the neurobiological development of the sensory system
● Explain (in a modality that works for you) sensory processing in plain and accessible language
● Evaluate the impact of sensory differences on learning and communication
● Identify access barriers to learning and communicating
● Learn how to use UDL as the anchor for sensory supports to increase access to learning and communication

Required Readings/Texts:
Assigned readings will be primary and secondary source material within the scope of neurobiological development, sensory integration, and the implications of development for education, provided either in summary documents and/or links to open source peer-reviewed journal articles. Students can select from provided lists of articles to research, read, and summarize. Documents and links will be published in Canvas.Other Suggested Readings/Texts will be provided through links in Canvas.

Assignments:
● Course meetings & Reflections: Students are required to attend three full-day synchronous course meetings, which will include participation in discussions and completing small group active learning exercises. Students will prepare written (or alternate format) reflections on the content presented during each of these full-day meetings and the implications for their work.
● Individual Learning Profile Assignment: Students will complete a self-assessment addressing the state of their professional practice as it relates to course content. They will then complete a UDL personal learning profile to better understand who they are as a learner. Students will be asked to reflect and present on their learning profile.
● Content & Responses: In between full-day course meetings, students will review formal and informal discourse on the course content and related topics in the form of articles, research literature, and other readings provided by the instructor, as well as videos and other materials. They will compose written or audio responses to these texts to share with the instructor/peers and will be required to respond thoughtfully to peer reflections.
● Field Work: It is expected that students engage in at least 20 hours of field work during this semester so that they are able to apply what they are learning in the course to their professional practice. Field work is defined flexibly and can include any work with or on behalf of students.