Cindy Edelman Excellence in Teaching Fellow - Marissa Hein

We started out with the idea that we wanted more information on Universal Design for Learning (UDL) which also incorporates multi-sensory learning and best practices for teaching ESE and General education students. The hardest part of the planning process was finding professional development that encompassed our ideas. After several days of researching conferences, we finally found the international CEESA conference that focused on fostering inclusive education through UDL. It was perfect for our goal. We were a little nervous about applying for a conference that was so far away and scheduled remarkably close to the announcement deadline, but with the support of our administrators we decided it was worth a try, especially since it was something we were deeply passionate about. The application process was lengthy, but we were truly passionate about this endeavor. We wanted to ensure that JPEF understood why we were applying for this conference that was so far away. We spent several weeks writing and proofreading our application.

The conference was amazing, the people were amazing, and the location was stunning. We learned so much from the presenters as well as from fellow teachers. Discussing topics and brainstorming with other educators from all over the world was truly inspiring. We swapped ideas, discussed challenges, and attempted to produce solutions. Digging deeper into UDL was exactly what we wanted, and the conference did not disappoint. One of the key takeaways for us was the idea that ESE/inclusion services should not just be for students that have a label. These students are not just “her” kids/group, but the inclusion teacher should be a part of the inclusion classroom to help support the needs of all learners.

While we enjoyed being immersed in the wonderful landscape of Malta, we reveled in a select presentation from the facilitator, LeeAnn Jung in which she discussed the topic of using UDL as a critical intervention piece. Assessing students, not standards, was key and ensuring that students have multiple means of engagement, representations of work and assessment. We encountered equitable educational tools for all learners, regardless of their background, abilities or needs. We left the session invigorated and excited about how we would collaborate and implement it into our own classrooms. We are extremely grateful for JPEF and the Edelman Fellowship for the ability to experience such an outstanding and rich educational event.

We have already begun to implement coordinated small group instruction and intervention into our classrooms with VE and Gen Ed teachers working in tandem. We make sure to plan and adapt based on the needs and learning styles of our students and it has already been a great experience. We are continuing to build our ‘Behavior Support Closet’ that will be filled with items and tools to help all students with sensory issues and needed behavior and/or educational support. Items include fidgets, flexible seating, calm down tools and cushions, among other things. We can only hope to continue to provide these supports to make sure all students can have access to what they need to be successful learners without being bound by preconceived limitations.