UDL to Solve Problem

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UDL to Solve Problem

• Amy Flach
• SPED 644
• March 12, 2014

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General Class Description

• Ben is a 3rd grader in the Adaptive Learning
  Support classroom. There are 12 students in the
  classroom with varying disabilities. The
  classroom has one teacher, one para-educator, and
  two additional adult assistants. Students
  receive core subject instruction in this
  classroom, but are included in the general
  education classroom for science, social studies
  and specials. Currently the classroom teacher is
  out on medical leave and there is a long term
  substitute.

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Current Problem

• Challenge

• Barriers

• Ben is a student with multiple disabilities
  (Intellectual Impairment, Speech Language
  Impairment, and Orthopedic impairment). His
  current challenge is phonics instruction and
  meeting his individual needs identified on his
  IEP.

• Phonics instruction is not at Bens instructional
  level
• Ben can not communicate the sounds clearly
• Ben can not write the words and struggles to
  manipulate materials.
• Bens behaviors are escalating because he is not
  engaged during instruction.

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Problem Solved

• The first step in solving Bens problem was to
  find additional staff that was available to pull
  Ben for his own phonics group. This is how I
  became involved. Ben now receives phonics
  instruction 3 to 4 days a week with one other
  child from his class. The location is either in
  an adjoining room, or in the hallway.
• Updated Instruction is based off the informal
  assessments completed and his current IEP. We
  are focusing on identifying ending consonant
  sounds, medial short vowel sounds, and pre-primer
  sight words.

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Engagement

• Option for Recruiting Interest
• Ben mentioned that he loves Ray Rice. To
  motivate and engage Ben, we developed a football
  field phonics game. Ben was presented with
  pictures of cvc words on a football. If he
  selected the correct ending sound from a choice
  of 3 consonant letters, Ben was able to move his
  Ray Rice player down the field toward the goal.
• Option for self-Regulation
• Visual were used to help Ben self-regulate on
  task behaviors. Good Work let Ben know he was
  on track.

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Representation

• Options for Perception
• By having Ben in a small group for phonics, we
  were able to use materials/visuals that were
  enlarged and colored.
• Options for Language Symbols
• The small group instruction addressed Bens needs
  for decoding. Ben was able to represent his
  learning through hands on activities and games at
  his level.

Example of enlarged text
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Action Expression

• Options for Physical Action
• Ben was not able to manipulate small chips for
  playing sight word Bingo. Ben was provided a
  bingo dabber to mark his words. Additionally, we
  modified one phonics activity by using magnets
  and a fishing rod. These eliminated the physical
  manipulation barriers.
• Options for Expressive Skills Fluency
• Due to articulation needs, Ben was provided with
  pictures and letters so he did not need to orally
  respond. We were able to monitor his progress
  without having the articulation barrier.

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Reflection Multiple Means of Representation
I. Provide Multiple Means of Representation Your notes
Provide options for perception  
1.1 Offer ways of customizing the display of information Prior to working with Ben, informal data was collected to determine the instructional level for phonics. Letters and words were enlarged so Ben was able to see them more easily. Color coding highlighted the letter that represented the ending sound.
1.2 Offer alternatives for auditory information  
1.3 Offer alternatives for visual information  
Provide options for language, mathematical expressions, and symbols  
2.1 Clarify vocabulary and symbols  
2.2 Clarify syntax and structure  
2.3 Support decoding of text, and mathematical notation, and symbols Support was given for decoding skills. Direct instruction was provided to Ben at his instructional level. Instruction included use of phonics games with visuals paired with text.
2.4 Promote understanding across language  
2.5 Illustrate through multiple media  
Provide options for comprehension  
3.1 Activate or supply background knowledge Daily instruction began with review of all consonant sounds. This activated background knowledge for letter sounds.
3.2 Highlight patterns, critical features, big ideas, and relationships  
3.3 Guide information processing, visualization, and manipulation  
3.4 Maximize transfer and generalization  
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Reflection Multiple Means of Action Expression
II. Provide Multiple Means for Action and Expression Your notes
Provide options for physical action  
4.1 Vary the methods for response and navigation We incorporated a variety of games and materials into phonics instruction. He had matching activities, selected response activities, and open ended response activities. We modified this lesson by decreasing the number of choices after observing that 3 choices were visually over stimulating.
4.2 Optimize access to tools and assistive technologies Bens orthopedic impairment limits his ability to manipulate materials. Materials were modified to accommodate for his needs. We used a magnet and bingo dabber. We selected a larger fishing rod that was easier for him to manipulate.
Provide options for expression and communication  
5.1 Use multiple media for communication Ben was provided with letter cards and pictures. Since articulation hindered correct pronunciation of words, he was able to select the ending letter or the picture to indicate that he decoded correctly.
5.2 Use multiple tools for construction and composition  
5.3 Build fluencies with graduated labels of support for practice and performance  
Provide options for executive functions  
6.1 Guide appropriate goal setting  
6.2 Support planning and strategy development We utilized the Stop and Think strategy each time Ben was presented with a picture. He had to Stop, repeat the word, think about the ending sound, make the sound, then choose his response.  
6.3 Facilitate managing information and resources  
6.4 Enhance capacity for monitoring progress  
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Reflection Multiple Means for Engagement
III. Provide Multiple Means for Engagement Your notes
Provide options for recruiting interest  
7.1 Optimize individual choice and autonomy  
7.2 Optimize relevance, value, and authenticity  
7.3 Minimize threats and distractions Working in a small group or one to one minimized the threats that were present during the whole class instruction. Distractions were decreased and opportunities for immediate feedback kept Ben engaged.
Provide options for sustaining effort and persistence  
8.1 Heighten salience of goals and objectives  
8.2 Vary demands and resources to optimize challenge A variety of activity choices were offered. Ben selected a football activity with a Ray Rice Raven theme. Another activity that he liked with fishing for the correct ending sound with a magnetic fishing rod.
8.3 Foster collaboration and community Bens small group included another child from his ALS class. He typically does not engage with classmates. Opportunities for him to play a game fostered community within the classroom.
8.4 Increase mastery-oriented feedback  
Provide options for self-regulation  
9.1 Promote expectations and beliefs that optimize motivation Visuals were used daily to promote self-regulation for on task behaviors. The Good Work card sat on the table next to Ben. When necessary, it would flip to listen or eyes on teacher if off-task behaviors were present. When Ben was back on task, the card would flip back to Good Work.
9.2 Facilitate personal coping skills and strategies  
9.3 Develop self-assessment and reflection