4210011 0010 1010 1101 0001 0100 1011Best Practice Approach to Universal DesignBy Chrissy Schuck and Kurt Benninghoff
4210011 0010 1010 1101 0001 0100 1011Classroom ApproachParallel Teaching• The class is divided in half. Both teachers plan instructionjointly and are teaching the same lesson at the same time toheterogeneous groups.• Lowers student to teacher ratio.• Allows for increased student interaction and/or student tostudent interaction and minimizes behavior problems.• Allows the teacher to monitor individual student progressand understanding more closely.• Helps students understand multiple points of view-ends ina class debate.
4210011 0010 1010 1101 0001 0100 1011Parallel Design and UDL• Allow teachers to respond effectively to diverse needs ofstudents and lowers the teacher student ratio to addressthose needs effectively.• Students felt less awkward about asking questions.• Easier to use manipulatives to instruct a lesson.• Foster student participation in discussions.• Student progress is more closely monitored.• Helps to facilitate students teaching each other.• Sense of belonging, friendship, and self-worth CONTRIBUTION
4210011 0010 1010 1101 0001 0100 1011Our ClassroomPopulation: 20 students• Five with learningimpairments.ADHDSensory issuesVisual and AuditoralReading impairments• Classroom will be dividedequally.
4210011 0010 1010 1101 0001 0100 1011Our LessonNumbers making Cents• Students explore the relationship betweenpennies, nickels, dimes, and quarters.• Opportunity to identify individual coins and to make setsof coins with equivalent values.• Use coins in real world situations.• The lessons in this unit build an understanding of therelationship between coins in the United States monetarysystem and in addition and subtraction situations.
4210011 0010 1010 1101 0001 0100 1011Classroom Accommodations• Use of core balls to replicate chairs for self-regulation• Utilize manipulatives.• Use of laminated paper or white boards for student answers of questions.• Provide highlighted texts, study guides.• Limit amount of material on a page.• Tape record lessons/ use large print/ braille material.• Give directions in sequential order (written, picture, verbal)• Provide pictorial/ word daily schedule for transitions.• Provide oral or pictorial instructions/ questions for testing.• Structure activities to create opportunities for social interaction.
4210011 0010 1010 1101 0001 0100 1011Differentiation• Contento Use a variety of instructional delivery methods to address differentlearning styles.o Break assignments into smaller, more manageable parts that includestructured directions for each part.o Encourage thinking at various levels of Blooms taxonomy• Processo Develop activities that target auditory, visual, and kinesthetic learners.o Provide access to a variety of materials which target different learningpreferences and reading abilities.• Producto Balance teacher-assigned and student-selected projects.o Offer students a choice of projects that reflect a variety of learningstyles and interests.
4210011 0010 1010 1101 0001 0100 1011Differentiation StrategiesVisuwords• Flexibility of color and contrast is a great example ofcustomizing the display of information so that it isaccessible to a broader range of users and uses multiplemeans of representation- visual and spatial.• Can grab the attention of learners with ADHD• Students can further explore by typing their own wordsinto the graphical dictionary.• Visual on-line dictionary.• Look up words to find their meanings and associationswith other words and concepts.
4210011 0010 1010 1101 0001 0100 1011Differentiation StrategiesValue and counting of coins-Money Song• Attracts attention of all students.• Will be especially advantageous to auditory andmusical learners, including those who may havesensory issues.• Make a musical beat.• Say it out loud sometimes slowly and sometimesquickly.• Use rhythm and rhyme .
4210011 0010 1010 1101 0001 0100 1011Differentiation Strategies• Manipulatives• Coins (quarters, dimes, nickels, pennies) thatstudents will be able to count and exchange• Will give students with ADHD an opportunity toactively participate during the lesson• Students with sensory issues can get the necessaryinput.• Appeal to spatial and kinesthetic learners.
4210011 0010 1010 1101 0001 0100 1011Differentiation StrategiesGraphs, charts, illustrations.• Beneficial toward visual/spatial learners.• Relationship between numbers or amounts.• Breaks down information in a spatial form forstudents who have difficulty with concepts.• Compact way to convey information.• Help students visually see the difference betweentwo or more values.
4210011 0010 1010 1101 0001 0100 1011$ Value of Money $$0.00$0.10$0.20$0.30$0.40$0.50$0.60$0.70$0.80$0.90$1.00
4210011 0010 1010 1101 0001 0100 1011AssessmentClassroom Money Market• Can be used as an informal assessment atthe end of the lesson when the class joinsback together.-ADHD: Allows for active participation-Sensory: Allows students to work with manipulatives-Reading difficulties: Incorporates visual aids(pictures, objects)