UDL

= Universal Design for Learning Barriers to Learning and Solutions = = = = =
 * Describe the unit with reference to UDL planning that will assist **all students to engage in meaningful learning (Learning environments & instructional strategies standard 4).**  Consider how the unit will address multiple means of presentation, engagement, and expression. Include in your description the typical tools that we had **once**  considered accommodations, modifications, adaptations, & extensions. Includes a list of possible barriers to learning and how technology or other tools can prevent those. **These include how you select, adapt and use instructional strategies specifically for your area of disability.** Make sure that you address multiple disabilities in your description- even in a self-contained classroom you can have a range of behavior and learning differences. Provide a model of how you will manage activities if you only have access to one computer. ||

provide visual models || WordWeb: || Word prediction Voice Recognition || Ghotit WordQ & SpeakQ || PicLits ||
 * **Barriers to Learning** || **Solutions** || **Programs** ||
 * Students cannot read the material || provide text to speech options || Natural Readers ||
 * Students have problems with comprehension and vocabulary || provide online thesaurus
 * Students have difficulty writing || allow special spell checkers
 * Students have difficulty getting started in writing || Engage students with web activities || Comic book maker
 * Students cannot calculate || allow online calculator ||  ||
 * Students cannot communicate || provide communication devices ||  ||

** Your notes ** ||
 * ** I. ** || ** Provide Multiple Means of Representation: ** ||
 * ** 1. ** [|Provide options for perception] ||  ||
 * ** 1.1 ** [|Customize the display of information] || In all lessons large font and graphics will be used and important words in lessons are in bold or underlined. Slower speech used for coaches in Book Builder and key websites are organized in Trackstar so students searching through unimportant information on the web. ||
 * ** 1.2 ** [|Provide alternatives for auditory information] ||  ||
 * ** 1.3 ** [|Provide alternatives for visual information] || Students with vision problems will use the software Natural Reader, a text-to-speech software. ||
 * ** 2. ** [|Provide options for language and symbols] ||  ||
 * ** 2.1 ** [|Define vocabulary and symbols] || All new concepts and vocabulary are defined for students at the beginning of the lesson. They are then given time to rehearse and practice the skill using the new vocabulary. ||
 * ** 2.2 ** [|Clarify syntax and structure] ||  ||
 * ** 2.3 ** [|Decode text and mathematical notation] || Students who have difficulty reading will use Natural Reader, a text-to-speech software. ||
 * ** 2.4 ** [|Promote cross-linguistic understanding] ||  ||
 * ** 2.5 ** [|Illustrate key concepts non-linguistically] || Students will practice packing appropriate clothing using pictures to organize articles of clothing in a graphic organizer. ||
 * ** 3. ** [|Provide options for comprehension] ||  ||
 * ** 3.1 ** [|Provide or activate background knowledge] || All lessons begin with thought provoking questions that help children relate our new concept to prior knowledge and past experiences. ||
 * ** 3.2 ** [|Highlight critical features, big ideas, and relationships] ||  ||
 * ** 3.3 ** [|Guide information processing] || Model, lead, test is used in every lesson to guide, prompt, and scaffold students through each new concept. information in each lesson is "chunked" and organized to be as direct as possible. A sequencing activity and graphic organizers are used help students organize information and provide organization methods. ||
 * ** 3.4 ** [|Support memory and transfer] ||  ||
 * ** II. ** || ** Provide Multiple Means for Action and Expression: **
 * ** 4. ** [|Provide options for physical actions] || Lessons provide transitions and movement around the classroom from a whole group setting to independent practice. During whole group instruction students are encouraged to interact with the SMARTBoard. ||
 * ** 4.1 ** [|Provide varied ways to respond] || The lessons provide various ways to respond including writing, typing, real life materials, and drawings. ||
 * ** 4.2 ** [|Provide varied ways to interact with materials] || Students may use various ||
 * ** 4.3 ** [|Integrate assistive technologies] ||  ||
 * ** 5. ** [|Provide options for expressive skills and fluency] ||  ||
 * ** 5.1 ** [|Allow choices of media for communication] ||  ||
 * ** 5.2 ** [|Provide appropriate tools for composition and problem solving] || Students may use Natural Reader, a text-to-speech software for students who have difficulty reading; Ginger, a word prediction software for students have difficulty with written expression; WordQ, a spelling and grammar software for students who struggle with spelling and grammar; graphic organizer as a pre-writting strategy for students to organize their thoughts and information before writing. ||
 * ** 5.3 ** [|Provide ways to scaffold practice and performance] || The lessons scaffold students by having the teacher model and then having students practice with multiple representations. Students are provided immediate feedback during rehearsal and after assessment. This is specifically done in one lesson by having students write their answers on whiteboards and holding them up for feedback. The coaches in Bookbuilder scaffold students by providing hints and letting them know the correct answer on each page.. ||
 * ** 6. ** [|Provide options for executive functions] ||  ||
 * ** 6.1 ** [|Guide effective goal setting] || Goals and objectives are set for a third grade student with a learning disability for each lesson. However, learning abilities vary and these goals can be adapted for each individual student. ||
 * ** 6.2 ** [|Support planning and strategy development] ||  ||
 * ** 6.3 ** [|Facilitate managing information and resources] || Students with learning disabilities often have organizational deficits. Multiple lessons have students using graphic organizers and sequencing charts to manage information. ||
 * ** 6.4 ** [|Enhance capacity for monitoring progress] ||  ||
 * ** III. ** || ** Provide Multiple Means for Engagement: ** ||
 * ** 7. ** [|Provide options for recruiting interest] ||  ||
 * ** 7.1 ** [|Increase individual choice and autonomy] ||  ||
 * ** 7.2 ** [|Enhance relevance, value, and authenticity] ||  ||
 * ** 7.3 ** [|Reduce threats and distractions] || Students remain engaged by changing activities often during each lesson. By using various types of technology and having students interact with these different means of technology keeps them involved. Also by using "model, lead, test" students will feel comfortable with the routine of the lesson. ||
 * ** 8. ** [|Provide options for sustaining effort and persistence] ||  ||
 * ** 8.1 ** [|Heighten salience of goals and objectives] ||  ||
 * ** 8.2 ** [|Vary levels of challenge and support] || Each lesson provides differentiation options for the students' various ability levels. ||
 * ** 8.3 ** [|Foster collaboration and communication] ||  ||
 * ** 8.4 ** [|Increase mastery-oriented feedback] || Having students answer on the SMARTBoard and using whiteboards to answer allows the teacher to provide immediate positive feedback and error correction if necessary to increase the students' mastery of the skill. ||
 * ** 9. ** [|Provide options for self-regulation] ||  ||
 * ** 9.1 ** [|Guide personal goal-setting and expectations] ||  ||
 * ** 9.2 ** [|Scaffold coping skills and strategies] ||  ||
 * ** 9.3 ** [|Develop self-assessment and reflection] ||  ||

Blank Planning Form © [|CAST] 2009
 * UDL Guidelines – Educator Checklist ||
 * I. **[|Provide Multiple Means of Representation]: ** || **Your notes ** ||
 * **1. ** [|Provide options for perception] ||   ||
 * **1.1 **[|Customize the display of information] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">1.2 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Provide alternatives for auditory information] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">1.3 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Provide alternatives for visual information] ||  ||
 * **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; msolist: Ignore;">2. ** <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; font-weight: normal;">[|Provide options for language and symbols] ||   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">2.1 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Define vocabulary and symbols] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">2.2 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Clarify syntax and structure] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">2.3 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Decode text and mathematical notation] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">2.4 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Promote cross-linguistic understanding] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">2.5 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Illustrate key concepts non-linguistically] ||  ||
 * **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; msolist: Ignore;">3. ** <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; font-weight: normal;">[|Provide options for comprehension] ||   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">3.1 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Provide or activate background knowledge] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">3.2 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Highlight critical features, big ideas, and relationships] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">3.3 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Guide information processing] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">3.4 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Support memory and transfer] ||  ||
 * <span style="color: #eaeaea; font-family: 'Arial','sans-serif'; msolist: Ignore;">II. **<span style="color: #eaeaea; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">[|Provide Multiple Means for Action and Expression]: ** || **<span style="color: #eaeaea; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">Your notes ** ||
 * **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; msolist: Ignore;">4. ** <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; font-weight: normal;">[|Provide options for physical actions] ||   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">4.1 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Provide varied ways to respond] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">4.2 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Provide varied ways to interact with materials] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">4.3 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Integrate assistive technologies] ||  ||
 * **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; msolist: Ignore;">5. ** <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; font-weight: normal;">[|Provide options for expressive skills and fluency] ||   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">5.1 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Allow choices of media for communication] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">5.2 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Provide appropriate tools for composition and problem solving] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">5.3 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Provide ways to scaffold practice and performance] ||  ||
 * **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; msolist: Ignore;">6. ** <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; font-weight: normal;">[|Provide options for executive functions] ||   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">6.1 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Guide effective goal setting] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">6.2 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Support planning and strategy development] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">6.3 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Facilitate managing information and resources] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">6.4 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Enhance capacity for monitoring progress] ||  ||
 * <span style="color: #eaeaea; font-family: 'Arial','sans-serif'; msolist: Ignore;">III. **<span style="color: #eaeaea; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">[|Provide Multiple Means for Engagement]: ** || **<span style="color: #eaeaea; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">Your notes ** ||
 * **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; msolist: Ignore;">7. ** <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; font-weight: normal;">[|Provide options for recruiting interest] ||   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">7.1 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Increase individual choice and autonomy] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">7.2 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Enhance relevance, value, and authenticity] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">7.3 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Reduce threats and distractions] ||  ||
 * **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; msolist: Ignore;">8. ** <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; font-weight: normal;">[|Provide options for sustaining effort and persistence] ||   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">8.1 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Heighten salience of goals and objectives] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">8.2 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Vary levels of challenge and support] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">8.3 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Foster collaboration and communication] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">8.4 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Increase mastery-oriented feedback] ||  ||
 * **<span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; msolist: Ignore;">9. ** <span style="font-family: 'Trebuchet MS','sans-serif'; font-size: 9pt; font-weight: normal;">[|Provide options for self-regulation] ||   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">9.1 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Guide personal goal-setting and expectations] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">9.2 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Scaffold coping skills and strategies] ||  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">9.3 **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">[|Develop self-assessment and reflection] ||  ||