UDL Classroom Assignment University of Houston - Victoria

1. UDL Classroom
Assignment
SPED 6334
By: Jose Lopez

2. What is Universal Design for
Learning?
 UDL is an approach to designing
instructional methods and resources that
are flexible for the learner to understand
the concept being taught (Rose & Meyer,
2002).
 UDL is an approach that supports all
learners.

3. UDL is composed of three guiding
principles for developing curricula
and removing barriers.

5. The school Structure

6. UDL Elementary School
UDL Elementary School opened as a new school in
August 1990 with 25 classrooms. The school district
eventually purchased more land due to the influx of
students. The school takes its name from the adjacent
Valley Subdivision it serves. The school is a state of the
arts facility, equipped with a parent center, science, and
computer center, the school opened with a projected
enrollment of 450 students. Instruction is provided at
grades K-5, the school offers general education, bilingual
education, English as a Second Language, Life Skills,
and Resource.

7.  The Individuals with Disabilities Education Act (IDEA) of
1975 requires that public schools provide a free,
appropriate public education to students with disabilities
in an environment that is appropriate to their individual
needs. Under ADA, which was last revised in 2010,
school buildings must be designed to provide students
and staff with disabilities an equal opportunity to benefit
from all services. The school’s door frames are wide
enough for wheelchairs to pass through, there is a push
button each door so that doors can open automatically.
All restrooms have access to wheelchairs.
 All classroom were created with the goal of providing
access to all students as well as play grounds.

9. How will students be group?
 Classrooms will be grouped by grade levels.
 Teachers will do two inventories (class learning
profile and curriculum barriers) at the beginning
of each unit.
 These inventories will help teachers to better
understand their students by identifying
strengths, weaknesses, and preferences and to
analyze the possible barriers students could face
during instructional time.

12. How will students be group?
 Once teachers have completed their
inventories, students will be grouped by
 Collaborative groups
 Ability groups
 Small - groups

13. How will the school be staffed?
The school will be stuffed based on the Concord Model.
 Technology Infrastructure and support
 Administrative Support
 Teacher Training and Support
 Counselor
 Librarian
 Technology Specialist
 Lead Teachers and Special Department Chairperson
 Collaborative Curriculum Planning
 Parent and Community Involvement
 Creative Funding

14. Certification Requirements
 Core Subjects
 Special Education
 Bilingual Education
 English as a Second Language
 Principal
 Reading Specialist
(If teachers do not have the appropriate certification, it must be
completed by all teachers within 2 years of employment )

15. Instruction:
 UDL ensures that there are multiple opportunities by
differentiating instruction.
 According to Tomlinson (2005), there are four
classroom elements that must be taken into account to
ensure differentiated instruction: content, process,
product, and learning environment.
 UDL and DI have much in common in that both assert
the importance of frontloading classroom strategies to
meet the needs of a wide range of learners.

16. What does instruction look like?

17.  Principle I: Provide Multiple Means of
Representation (the “what” of learning).
 Principle II: Provide Multiple Means of Action and
Expression (the “how” of learning).
 Principle III: Provide Multiple Means of Engagement
(the “why” of learning).

18. What will the curriculum look like?
UDL is based on the belief
that curriculum needs to
be flexible to address
differences proactively to
meet the needs of all
learners.
UDL is a potential solution
to the relentless demand
for curriculum
modifications.

19. What will the curriculum look like?
There are four components of an effective curriculum in UDL: goals,
methods, materials, and assessments.
 Goals: are clear and aligned to standards because they permit teachers to
determine what kind of activities they will prepare for students.
 Methods: these are the instructional approaches, routines, and procedures,
teachers will implement in the classroom. UDL curricula facilitate different
methods, based on learner variability in the context of the task, learner’s
social and emotional resources.
 Materials: are the media used to present the learning content and what
each student will use to show mastery of the goal/objective. UDL offers
multiple types of media that is embedded technological such as computers,
laptops, ipads, smartboards, hyperlinked glossaries, and et cetera.
 Assessment: is a way to collect data about the learner’s performance using
different methods and materials.

20. Core Subjects
 Language Arts
 Reading
 Science
 Math
 Social Studies
 ESL (bilingual
classes)

21. Technology
Assistive technology consideration is required under IDEA. IDEA
requires that assistive technology (AT) devices and services be
considered for all students when developing an individualized
educational plan (IEP).
There will be a myriad of technological devices incorporated in each
classroom’s lesson.
 Five Computers
 Two Ipads
 Electronic books
 Smartboards
 Projectors
 Graphic Softwares

22. Assessment
 The assessment in a UDL classroom is
systematic because students work on different
activities.
 Assessment will be ongoing to accommodate the
needs of the learner. This will permit the
teachers to keep track of academic progress so
teachers can modify instruction .

23. Types of Assessments
 Exit Tickets
 Entrance Tickets
 Oral Responses
 Written Responses
 Whole group and Small
group Instruction
 Checklist
 Summative Assessments

24.  Formal and informal
observations
 Guided Instruction
 Benchmarks
 Interim Assessments
 Thumbs up

25. How do we meet the needs of all
students?

26. So, what is UDL?
 https://www.youtube.com/watch?v=MOUdmza

27. Reference
 Rose, D.H. & Meyer, A. (2002). Teaching every student
in the digital age: Universal design for learning.
Alexandria, VA: Association for Supervision and
Curriculum Development.
 Tomlinson, C. A. (2005). Differentiated instruction.
Mahwah. N.J.: Lawrence Erlbaum Associates.