Universal Design for Learning School Model

2. OUR PHILOSOPHY
• We follow the practices of universal
design for learning in order to provide
a meaningful academic curriculum that
is inclusive to all learning types
• Working together to create a positive
and safe differentiated learning
environment accessible to all types of
learners in order to support student
achievement based on identified
individualized needs

3. The three brain networks are supported by:
Presenting
lessons in a
variety of ways to
support all types
of learner
• Different displays
of information
• Support
background
knowledge
• Define and clarify
information
Encouraging
student motivation
to learn
• Self-regulation
• Allowing individual
choices
• Provide appropriate
support
• Offer different levels
of challenge
Allowing students
to show what they
know using a
variety of tools.
• Physical
responses
• Assistive
technology
• Varieties of
communication

4. STRUCTURE
Our facilities are accessible to everyone
Parking Lot
• Wheelchair accessible ramps
• Student drop-off close to the door
• Handicapped parking close to entrance
Playground
• Wheelchair ramps and pathways
• Rubber surface
• Platform swing
• Musical toys
Building
• Restrooms
• Wheelchair accessible
• Braille signs
• Low sinks/water fountains
• Classrooms
• Alternative seating
• Quiet areas
• Room for wheelchairs
• Common Areas
• Wide hallways
• Automatic doors
• Visual/braille signs

5. CLASSES
• Grouped by grade level
• Flexible grouping
• Based on ongoing assessments
• Grouped by current academic needs
• Groups constantly changing based on immediate needs
• Keep in mind student communication skills, cultural backgrounds,
and learning styles
• Teachers
• Two in each classroom
• General education
• Special education or
paraprofessional

6. PERSONNEL
• Principal
• Assistant Principals
• Counselor
• Offer social skills groups
• Diagnostician
• Nurse
• Trained to handle students with
problematic behaviors
• Sensory sensitive techniques
• Use visuals
•General Education teachers
•Special Education teachers
•Paraprofessionals
•Front office staff

7. INSTRUCTION
Our teachers provide access to the general curriculum by:
• Using different mediums to present information
• Allowing students options to complete assignments and show
knowledge
• Complete ongoing assessments to evaluate student learning
• Provide accommodations to students
• Determining clear goals for learning
• Support student background knowledge
• Provide multiple means of recognition, representation, and
engagement

8. GENERAL CURRICULUM
General curriculum for all grade levels
• Individual needs identified through ongoing assessments
• Identify clear learning goals
• Broad enough to accommodate different styles of learning
• Lessons presented with a variety of technological mediums
• Text
• Computer
• Video
• Modeling
• Students allowed to show what they have learned in a variety of ways

9. TECHNOLOGY
Smartboards
• Touch screen for hands on technology
• Use as a projector for videos and presentations
iPads
• Watching videos
• Playing educational games to support learning
• Researching topics
Computers
• Creating presentations
• Research projects
• Watching videos
Visual aids
• To support learning and communication

10. ASSESSMENTS
Ongoing weekly assessments in order to evaluate student learning
• Helps with classroom grouping according to current skill level
• With each new lesson/topic to determine if extra support is needed
Teacher observations
Project based learning
Formative and summative assessments
• Paper and pencil
• Computer based
• Text to speech
• Visuals