my universal design in the classroom checklist

Fewer students will find the initial instruction inaccessible, and therefore less “catch up” instruction will be needed” (CA HSS Framework, Chapter 20, p 543).īelow is a brief list of additional resources supporting Universal Design for Learning that our regional sites designed, supported, or participated in. “When initial instruction is planned in such a way that it flexibly adjusts to learner variability, more students are likely to succeed. By taking a look at suggestions within the UDL framework, we can consider how our current lessons are supporting and accommodating our diverse students and make minor adjustments. For example, in many virtual classrooms, tools like Padlet allow students to design their own paths and examine materials in a way that works for them.

Many of our lessons integrate UDL practices already. UCB History-Social Science Project recently held a workshop with the San Jose Museum of Textiles and Quilts, during which they considered how “textiles connect people to family and culture, making them an ideal bridge… often unrecognized contributions, especially those by women, to the body of historical evidence that helps us understand other times and people.” Similarly, we use oral histories to bring life to primary source accounts and photographs to help students see themselves in the past.

Through the tactile experiences of quilts and the story of the underground railroad, children learn to recognize patterns and make meaningful connections. Material history offers an opportunity to engage in a tactile experience: for example in analyzing an abolitionist’s quilt, students can learn about how enslaved people created and read coded messages in quilts to guide them to safety. The History-Social Science classroom is well-suited for UDL because primary sources offer creative points to access history through inquiry. UDL and the History-Social Science Classroom By motivating students’ interests and providing options to engage and understand the material, UDL streamlines students’ workflows and paths toward content and analytical expertise. The UDL Guidelines is a resource that offers specific ways to help us design flexibility into our lessons and offer students choices that support their learning needs and goals. When we offer students many ways to engage with a subject, we recruit interest, sustain effort, and support perseverance. Prioritizing student choice is central to this strategy. Universal Design for Learning is a research-based strategy for creating a fully inclusive classroom. This month, we’re featuring Universal Design for Learning as a resource to attend to individual students’ needs, offer a few lessons that support a universally designed classroom, and consider how we might integrate more choice into existing classroom practices to increase access and equity for all learners.

Others who receive exclusive education still engage with general education classrooms and curricula to the greatest extent possible ( California History-Social Science Framework, Chapter 20, p 537 ). Students in our classrooms have always been diverse, and research has shown that most students who request accommodations or special education still learn in the general education classroom. Throughout July we celebrate the diversity of our students in Disability Pride and Awareness Month.

My universal design in the classroom checklist