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1.5: Guiding Principle 4: Utilize Universal Design for Learning Principles in Developing Modifications and Supports

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    Planning instruction for IWD requires collaboration between general and special educators (e.g., special education, speech and language therapist, occupational therapist). This team of educators should be guided by the information compiled from the person-centered planning process, student preference assessments, and assessment of the instructional environments. All of this information will be utilized to embed a student’s individualized instruction within the instruction of the Common Core State Standards and College Career Readiness Standards within the general education settings.

    The principles of Universal Design for Learning (UDL; CAST, 2011) create a framework for collaborative creation of curricula that involves both general and special educators. A short You-Tube video presenting UDL from the Center for Applied Special Technology demonstrates this framework (CAST; https://www.youtube.com/watch?v=bDvKnY0g6e4). The primary UDL principles for providing individuals with multiple means of representation, expression, and engagement lay a foundation for designing Common Core units and lessons that promote the participation of all learners.

    Developing a unit plan for Common Core content areas that address IWD in general-education classrooms takes a coordinated effort from the instructional team. Falco (2014; modified from Tamarkin, n.d.) created a unit/lesson redesign worksheet (Table 1.5.1) that can be used by instructional teams to ensure they are incorporating UDL into their lessons. Within this worksheet, the team outlines the Common Core state standards and lesson objectives that are being addressed. Then, the team outlines how students will demonstrate their learning and what they currently do to teach these skills. In the adjacent columns of the worksheet, instructional teams can then identify ways they may augment their instruction to ensure that the principles of UDL are incorporated in their lessons. View this video clip to see how a biology teacher has utilized UDL within their instruction: https://www.youtube.com/watch?v=G18AzLXhEdA&feature=relmfu

    Table 1.5.1: Unit/Lesson Re-Design Worksheet. Falco, 2014 (Adapted from Tamarkin, D. (n.d.).)

    Unit/Lesson Re-Design Worksheet (Example)

    Course/Lesson    Biology 1    Instructor/s    Dawn    Date    Nov. 6, 2014   
    Key Goals/Outcomes (Usually tied to CCSS) What I Want Students to Do to Demonstrate Learning What I Do Now Applying UDL: Representation of Content Applying UDL: Student Actions/Expression Applying UDL: Student Engagement/Motivation
    Recognize the
    components of a
    cell    		 Show the
    components of a
    cell    		 Give students
    opportunities to
    look at cells
    through a
    microscope and
    draw cell and its
    parts    		 Provide
    manipulatives to
    represent cell
    parts    		 Students use
    manipulatives to
    show cell parts
    and use tabletop
    models to
    assist in drawing    		 Students enjoy
    manipulating the
    models;
    More success in
    drawing

    Study content following class

    Use lab equipment accurately & safely

    Take notes & review notes to learn parts of cell & their functions

    Use the microscope

    		 Lecture & draw cell models; Expect students to review their own notes Expect students to use microscope alone or with one partner and to help their partners; spend more time with students with special needs Use interactive white board to demonstrate drawing & provide good notes Use teacher’s notes from interactive white board & review own & other students’ notes posted online All students in groups of three and all students help their partners

    Students have accurate notes and drawings to review

    Students share responsibility for helping partners

    This page titled 1.5: Guiding Principle 4: Utilize Universal Design for Learning Principles in Developing Modifications and Supports is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Samuel Sennott, Sheldon Loman, Kristy Lee Park, Luis F. Pérez, Michael J. Kennedy, John Romig, & Wendy J. Rodgers (Portland State University Library) .