The document outlines accessibility and inclusion guidelines for a school facility and classrooms serving students with disabilities. It specifies that the building, parking, bathrooms, classrooms, and other facilities must be fully accessible. Classrooms will incorporate Universal Design for Learning principles through differentiated instruction, flexible seating, and assistive technologies. Teachers will be highly qualified and receive extensive training to meet each student's individual needs.

3.  Every building should have access to all parts of the facility
for children and adults with disabilities. You need to ensure
all individuals can enter the building. There must be
handicap ramps in the parking lots with front row parking
for any cars that may need access to them. If available,
the school will provide assistance to all who enter the
building who need help.
 There will be a call ahead system or a simple push button
system for assistance through out the day in and out of the
building. If the person calls ahead or push the button
outside to buzz the office someone should come assist
them and will meet the individual at the front of the
building for assistance.
 Cameras will be posted throughout the building with
someone monitoring at all times to ensure all are safe and
able to get where they need to be at. In addition, the
bathrooms should be assessable to all students and staff.

4.  There will be more than one handicap stall in the
student’s bathroom facilities. Muti-level sinks will be in
the bathroom stalls to ensure the student does not have
interruptions while washing their hands.
 Special classrooms, the cafeteria, and gym will be in a
centralized location of the school building to ensure all
children have equal access to the facilities.
 Classrooms will be large enough to accommodate
small and large group instruction, students with
disabilities and their equipment, and a wide variety of
learning stations.
 The following link describes many needed attributes in a
classroom structure.
http://www.teachingtimes.com/articles/designing-
disabled-children-sen.htm

5.  This children will be grouped according to
their age.
 The kidney tables in the classroom will
accommodate 4-6 people. Four students
will be preferable.
 The kidney tables will be used so the
teacher can assist student in small groups at
times.
 The groups will be smaller or larger
according to the student’s needs.
 The class sizes will be no more than 16.

6.  All professionals will have an extensive back ground
check and a physiological evaluation
 Teachers will be highly qualified in all academic areas
 Two or three teachers per classroom depending on the
disabilities present within the class and to
accommodate each student’s individual education
plan
 Teacher’s will participate in weekly PLC’S to share data,
experiences, and ideas
 Professional development and certifications available
to all teachers
 Minimum 5 years’ teaching experience
 Extensive training in UDL design

7.  The teacher will use the Universal Design
for learning principles to incorporate
differentiated instruction for all students.
 1. Multiple means of representation
 2. Multiple means of action and
expression
 3. Multiple means of engagement

8.  The instructors will be using knowledge of the
strategic network, affective network, and the
recognition network. Teachers will plan lessons
that coincide with each individuals learning
styles. These strategies will be implemented into
each aspect of this curriculum.
 Student will have multiple learning stations
available for them to inquire on different
subjects throughout each day (see slide 8 and
9).
 The students will be exposed to numerous field
trips that are geared to further their learning on
the current goals and provide hands on
experiences.

11.  Provide the same information with
different forms of media-vision, hearing,
touch
 Information format can be adjusted
› Visual- user-text size, color, sound, speed,
visual elements, font
› Auditory-descriptions for all videos, images,
animations, text to speech

12.  Provide materials for manipulation
through action
 Alternatives responses will be available
other then writing and technology
 Expression can be through many
mediums including:
› drawing, music, film, blocks, 3D models,
sculptures, discussion forums, chats, comic
strips, story boards, etc.

13.  Embedded sentence stems and prompts, with
ELL supports
 Choices for assignments according to interests
 Provide authentic, relevant activities
 Minimal distractions through a nurturing
classroom culture
 Encourage learners to set their own goals
 Use computers/iPads for scheduling to ensure
100% participation in activities
 Collaborative learning groups
 Provide Positive behavior supports

15.  The students will each have a individual
education plan.
 The curriculum design will include lessons
to ensure each student is becoming an
expert learner.

16.  1. Lessons will activate
prior knowledge
 2. Learner will develop
plan for learning in a
trial and error manner
and recognize what
does not work
 3. Remain goal
directed in their
learning
 Goals, methods,
material and
assessment are the
main points in the
curriculum.

17.  Goals: are the learning expectations-every
student will set realistic goals for themselves
using their meta-cognitive skills taught
 Methods: are instructional decisions,
approaches, procedures, or routines that
are continually monitored through learner
progress
 Materials: multi-media embedded in the
lessons and must be flexible and variable
 Assessment: comprehensive and specific
enough to guide all learners

18.  Every student will have an iPad or lap top to
assist them with activities and their
schedules at their tables. These devices will
depend on what the student is in need of.
Under each kidney table they will have an
electrical cord option placed in a safe
place so they may plug in with an
adjustable slide out small table under to
hold devices.
 Assistive technology will be provided to
those in need.

21.  Children will be tested using a variety of
methods according to their needs.
› Presentation
› Projects
› Models
› One-on-one testing with materials needed
› Pencil to paper
› Observation during inquiry
› Checklists

22.  http://www.udlcenter.org/glossaries/glos
sary_eng#curriculum
 http://www.teachingtimes.com/articles/
designing-disabled-children-sen.htm
 https://www.pinterest.com/udltaskforce/
udl-comic-strips/
 http://www.nailthatpaper.com/paper-
planning-spatial-learners/
 http://www.misd.net/AssistiveTech/Assisti
veTechATLendingLibrary.htm