2. Perception Educator’s
Responsibilities . . .
Providing Options
Teacher’s need to not only provide
Language and Symbols
a teaching style where all students
are learning but also need to
Sustaining Persistence
adapt to the changes that come
with barriers, such as: physical,
Physical Expression sensory, cognitive, psychological,
language, social, and cultural.
Self-Regulation Educators are required to devise
and apply teaching methods for
Fluency both ends of the spectrum, from a
student with high-level autism to
the prodigy/gifted student.
Options for Functions
Adjustment
3. Universal Design (UD) applies to many facets in every day life. This applies to the physical
as well as the mental aspects. From access to buildings for those with disabilities, such as
someone who is elderly or perhaps someone who is in a wheelchair; someone who may be
deaf or blind, or even have learning difficulties, there are multitude of accommodations
which need to be met so as to allow everyone to have the same advantages. This is never
more true than when it comes to teaching and educating students who have many
different needs or requirements in in the classroom.
Educators need to
h av e
In the
4. When it comes to educating
One students, teachers need to
Size utilize UDL Principles and
Practices, and understand that
Fits not everyone learns at the
same pace OR in the same way.
All
5. Deciding how to implement lessons for a teacher
can be a challenge for many reasons . . .
Some students learn through linguistics
Some students
learn visually
Some students learn through peer teaching
And yet even some students learn through hands-on
