UDL

=UDL = Universal Design for Learning is incorporated throughout this unit. This page demonstrates how I plan to use UDL to meet the needs of all students to increase their "Quality of Life" and learning. The following notations are an overall view of how I incorporate UDL into my classroom. If you click on the link beside each overall guideline, it will take you to the table below for more specific examples, or you may just want to use the scroll bar to scroll down.

media type="custom" key="8484382" width="80" height="80"Multiple Means of Representation I provide Multiple Means of Representation through differences in perception, language and symbols, and comprehension. Several ways I vary perception are through the use of the Smart board (incorporating larger visuals, and auditory responses/teaching), the Ipod touch, the software program DT trainer, the listening center, the adaptive text throughout the room, etc. I vary language and symbols by providing examples and non-examples to increase vocabulary, using a variety of pictures, symbols, and objects and matching them together, and I incorporate gestures, sign language, and Spanish as needed with all children. I vary comprehension by extending previous learning to new learning experiences, which facilitates with new understandings of familiar concepts.

media type="custom" key="8484462" width="80" height="80" Multiple Means of Expression I provide Multiple Means of Expression through differences in action, expressive skills and fluency, and executive function. I vary action through the use of a touch screen (for more information see below), an Itouch incorporating response and navigation, and simple low tech accommodations (i.e. real pictures, symbols, and gestures), etc. I use the varieties of action to facilitate the learning of expressive skills and fluency. For example, if a child is consistently using real pictures to expressive his/her known actions, I would incorporate (pair with) a new learning modality of symbols/picture symbols. For three and four year old students, I include the executive function aspect of learning on the most basic level of understanding (i.e. themselves, each other, emotions, time management, etc.). However, I use a variety of modalities for all children to access/self-monitor their daily schedule, and manipulate it according to their preferences, where all activities are accomplished. I reinforce each of these learning opportunities, and help the children with change in structure and presentation.

media type="custom" key="8484488" width="80" height="80"Multiple Means of Engagement I provide Multiple Means of Engagement through differences in children interests, persistence and effort, and self-regulation behaviors. I provide choices of activities along with Assistive Technology where children can make choices and expressively communicate their choice. I present lessons with visuals along with small arrays according to each individual child's needs. I have incorporated many technologies which provide correction procedures to progress children towards mastery. I vary demands in each of my lessons according to each child. For example I use Trackstar with color words associated with current functioning levels of each child; therefore when paraprofessionals or parents are working with a child they know the corret question set for the child.

=**UDL Checklist**=
 * UDL Guidelines � Educator Checklist ||
 * || These are the notes I have incorporated throughout the Meal Time Unit to increase UDL instruction, monitoring and assessment. ||
 * ** [|Provide Multiple Means of Representation]: ** || ** Your otes ** ||
 * **1.** [|Provide options for perception]   ||   ||
 * ** 1.1 ** [|Customize the display of information] || All lessons incorporate a variety of ways to display information. The information is taught through a book, real objects and pictures, real foods, computer software designed for lesson objective. ||
 * ** 1.2 ** [|Provide alternatives for auditory information] ||   ||
 * ** 1.3 ** [|Provide alternatives for visual information] ||   ||
 * **2.** [|Provide options for language and symbols]   || Every lesson incorporates real pictures, symbols, gestures/sign language, and AT devices; therefore the information presented is familiar to each child. The children are provided these materials/technology so they can effectively communicate. ||
 * ** 2.1 ** [|Define vocabulary and symbols] || My lessons all relate to previous learning and begin with review of examples and non-examples by using a variety of communication modalities. ||
 * ** 2.2 ** [|Clarify syntax and structure] || Lessons are presented by minimized language and symbols; therefore the information and vocabulary is presented in a clear format. ||
 * ** 2.3 ** [|Decode text and mathematical notation] || * Text-to-Speech
 * Use automatic voicing with digital mathematical notation (Math ML)
 * Use digital text with an accompanying human voice recording (e.g., Daisy Talking Books)
 * Allow for flexibility and easy access to multiple representations of notation where appropriate (e.g., formulas, word problems, graphs) ||
 * ** 2.4 ** [|Promote cross-linguistic understanding] ||   ||
 * ** 2.5 ** [|Illustrate key concepts non-linguistically] ||   ||
 * **3.** [|Provide options for comprehension]   ||   ||
 * ** 3.1 ** [|Provide or activate background knowledge] ||   ||
 * ** 3.2 ** [|Highlight critical features, big ideas, and relationships] || * Highlight or emphasize key elements graphics
 * Use graphic organizers, picture task analysis, visual schedules
 * Use multiple examples and non-examples to emphasize critical features
 * Use cues and prompts to draw attention to critical features
 * Highlight previously learned skills that can be used to solve unfamiliar problems ||
 * ** 3.3 ** [|Guide information processing] || * Give explicit prompts for each step in a sequential process
 * Provide options for organizational methods (i.e. two different ways to graph in excel)
 * Provide interactive models that guide exploration and new understandings
 * Introduce graduated scaffolds that support information processing strategies: organization of the wiki moving from eat, serve, make, shop
 * Provide multiple entry points to a lesson and optional pathways through content
 * Remove distractions & Group information together in chunks ||
 * ** 3.4 ** [|Support memory and transfer] ||   ||
 * ||  ||
 * ** [|Provide Multiple Means for Action and Expression] **** : ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   || Lessons include an itouch, a big mac, and a touch screen: instead of a mouse to access the computer, a smart board with pointers and balls to move objects on the screen. ||
 * ** 4.1 ** [|Provide varied ways to respond] || All lessons incorporate a way which appropriate for each child to respond (i.e. in one lesson the activity is to label the action, but the child who is not currently expressively labeling is able to express the action through demonstration of the movement). Other ways are there is a mouse for computers and touch screens for varying ways for each child to respond. ||
 * ** 4.2 ** [|Provide varied ways to interact with materials] ||   ||
 * ** 4.3 ** [|Integrate assistive technologies] || Lessons include itouches, pictures instead of words, pictures with words, and signs. These help the children communicate on their individual communicative level. ||
 * **5.** [|Provide options for expressive skills and fluency]   || Lessons include high numbers of trials for each child to activate their communication device or expressively say the response. The lesson is taught throughout the week and revisited each day in a variety of ways to build fluency and increase understanding of objectives. ||
 * ** 5.1 ** [|Allow choices of media for communication] || Children can use any of the following devices or objects, along with language to communicate: I touch, Big Mac, Picture Boards, PECS, Objects, Smart board, etc. ||
 * ** 5.2 ** [|Provide appropriate tools for composition and problem solving] ||   ||
 * ** 5.3 ** [|Provide ways to scaffold practice and performance] ||   ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * ** 6.1 ** [|Guide effective goal setting] || Book Builder "share & publish" options for my class made book provides me with feedback from others to who use and view the book. The coaches on Book Builder provide effective goal setting on each child's current level of functioning. ||
 * ** 6.2 ** [|Support planning and strategy development] ||   ||
 * ** 6.3 ** [|Facilitate managing information and resources] ||   ||
 * ** 6.4 ** [|Enhance capacity for monitoring progress] ||   ||
 * ||  ||
 * ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   || All lessons incorporate food in them which children are motivated by according to each individual child's preference assessment. Foods are paired with pictures and not liked food to provide motivating ways to try new and different foods. ||
 * ** 7.1 ** [|Increase individual choice and autonomy] || Extension on many lessons includes choice, and independent completion. One way I do this is allow for choices on children's schedules. The choices are for extension or extra practice on skills learned in different formats. ||
 * ** 7.2 ** [|Enhance relevance, value, and authenticity] ||   ||
 * ** 7.3 ** [|Reduce threats and distractions] || * Excel charts, calendars, visual schedules, timers and cues to increase the predictability of daily activities and transitions
 * Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel events
 * Options that can, in contrast to the above, maximize the unexpected, surprising, or novel in highly routine activities ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * ** 8.1 ** [|Heighten salience of goals and objectives] ||   ||
 * ** 8.2 ** [|Vary levels of challenge and support] || Lessons within the wiki are developed to meet and exceed the individual needs of students. One lesson may require a particular student to actual perform the task and another student to partially perform. The individual students follow up assessment is assessed according to their current and increasing level of performance. ||
 * ** 8.3 ** [|Foster collaboration and communication] || Many lessons incorporate group activities where children must work in small groups with an adult. Children are then paired through strengths and how they can help other children master their objectives. ||
 * ** 8.4 ** [|Increase mastery-oriented feedback] || Mastery oriented feedback is especially given in the interactive power points, where the interactive game refers back to previous question, until the child responds to the question correctly. ||
 * **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] ||   ||