UDL, Technology, and AT in Early Learning - Promoting Participation and Considering Challenges
By: Carrie Portrie , EC-SEAT project coordinator Mark reads at a 5 th grade level and often sits alone in a corner, avoiding morning meeting. He misses his father who has recently left to fulfill military service in Iraq. Eve loves music, she has complex communication and wears thick glasses. She is removed from the classroom for hitting a peer while trying to get their attention. Matty loves insects, dinosaurs and his new sister Sadie. He uses thick pencils and crayons to write. They help him to see the lines. He pushes another boy out of his seat for making fun of him and is reprimanded. Max just moved to the United States from China. He is a game leader at recess. He works in the main office alone using a white board and markers most mornings because he is rambunctious during morning meeting. The observations above describe pre-kindergarten (four-year olds) and kindergarten children learning in public and private classrooms in the United States. The children are wonderfully un