Podcasts+and+Learning+Disabilities

· Learning Challenge: Inability to focus on large amounts of information · Web 2.0 Techniques: Podcasting I want to set up this article with a real life example of how I know it works. Earlier in the course, we made podcasts for an assignment. I made my podcast as a review for an upcoming Social Studies quiz on English colonial regions. I sent the link out to my parents and students so that there were able to utilize it. I had several students tell me how much they enjoyed the podcast and how much it helped them to study because they could listen to it over and over again. I had one student in particular, she is a hard worker but sometimes things just don’t click for her. She has been tested and classified as a “slow learner.” She tries hard in class and on her own but does not have a lot of home support with studying or school work. I showed her how to use the link in class and allowed her to use it during Independent Practice time for two days. She also accessed the podcast at home. When she completed the quiz on these topics she made a 94%. This was the first A or B that she has made thus far this year on a quiz or test. I praised her immensely and we discussed what was different about her studying and why she thought she was so successful this time. The only thing that was different, and that she credited, was the podcast. Just based on her success, need, and desire to have a podcast reviewing content for quizzes/tests I have continued making the podcasts for my students to use. If it helps even one student this much, then it is well worth my time and resources. Podcasting is extremely useful for students who are more auditory in their learning styles. (see below for link to an inventory on learning styles to use with your students). These students need to HEAR the information rather than reread it to maximize their retention and understanding of information. Also, students who have a hard time focusing on large amounts of information at a time, can listen and review only one section of the podcast at a time. They could have a graphic organizer with questions or prompts on it and fill it out as they are listening to the podcast. These podcasts should be available to all students AND parents. Even students who do not have disabilities will benefit from hearing and viewing information again. Think of podcasting with Universal Design in mind. In true UDL fashion, classroom teaching methods should include several avenues for students to access content. Principal I (Provide Multiple Means of Representation) calls for teachers to:
 * Jessica Austin**
 * Article Focus:**


 * 1. Provide options for perception**

1.1. Offer ways of customizing the display of information

1.2 Offer alternatives for auditory information


 * //1.3 Offer alternatives for visual information.//**

(udlcenter.org)

In a diverse classroom with a variety of learning styles, podcasting is most effective when it works in conjunction with other delivery methods, not as a singular source. Without a doubt, auditory learners will see the most immediate gains, but they too will experience a deeper understanding if the information is presented in multiple ways (e.g., podcast + accompanying text). The National Center on Universal Design for Learning points out that “learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts” (udlcenter.org). The reality is that podcasting is a boost to all students in a classroom—not just those who auditory processors, though they may stand to gain the most. To truly offer a complete, multi-modal representation of material, try adding (with minimal additional effort) graphics or images in the podcast—thus making it a vidcast—but be cognizant of the fact that student electronic devices may limit the accessibility they have. Also, parents will greatly benefit from being able to access exactly how a teacher is explaining a concept. Especially with the adoption of Common Core, podcasts become even more valuable to parents as teaching strategies and content changes. Another great thing about the podcast is that it can be accessed from numerous locations and devices. The students do not have to be on a computer in order to access the information. They can access it from any i-device, smart phone, tablet, etc. The only barrier that a student or parent would face would really just be access to the podcast. They would need to have some type of device to be able to access the podcast. They could use a computer, smart phone, tablet, MP3 player, etc. The teacher should model for their students how to access the podcast prior to sending out the link. Students could use computers in the classroom, media center, etc. if they did not have these resources at home. Also, parents/students could access it from a public library if they did not have the ability to access it at home or from a mobile device. If your podcast is an alternative representation specifically designed for a student who is an auditory processor, then it’s true, only potential technology barriers exist. However, the podcast is meant to extend to your entire class community, other hurdles may stand in the way of accessing the material. Listening itself is a highly-refined and complex skill, which is why //1.2 Offer alternatives for auditory information// is important to keep in mind. Accompanying graphs, charts and images—either embedded in the podcast or as separate handouts—may not be sufficient, especially for students with hearing disabilities. A written transcript (which may well be your script for the podcast) or speech-to-text recognition software may be necessary to ensure all students have equal access.

**Resources:** · [] (I did not take any information directly from this article but did use it as a reference) · Link to multiple learning inventories you can use with your student [] - http://www.udlcenter.org/aboutudl/udlguidelines/principle1 National Center on Universal Design for Learning