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Best Practice Approach to Universal Design
By Chrissy Schuck and Kurt Benninghoff
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Classroom Approach
Parallel Teaching• The class is divided in half. Both teachers plan instruction
jointly and are teaching the same lesson at the same time to heterogeneous groups.
• Lowers student to teacher ratio.• Allows for increased student interaction and/or student to
student interaction and minimizes behavior problems.• Allows the teacher to monitor individual student progress
and understanding more closely.• Helps students understand multiple points of view-ends in
a class debate.
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Parallel Design and UDL
• Allow teachers to respond effectively to diverse needs of students and lowers the teacher student ratio to address those 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
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Our Classroom
Population: 20 students• Five with learning
impairments.
ADHDSensory issues
Visual and Auditoral
Reading impairments • Classroom will be divided
equally.
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Our LessonNumbers making Cents
• Students explore the relationship between pennies, nickels, dimes, and quarters.
• Opportunity to identify individual coins and to make sets of coins with equivalent values.
• Use coins in real world situations.• The lessons in this unit build an understanding of the
relationship between coins in the United States monetary system and in addition and subtraction situations.
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Classroom 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.
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Differentiation• Contento Use a variety of instructional delivery methods to address different
learning styles. o Break assignments into smaller, more manageable parts that include
structured directions for each part. o Encourage thinking at various levels of Bloom's taxonomy
• Processo Develop activities that target auditory, visual, and kinesthetic learners. o Provide access to a variety of materials which target different learning
preferences and reading abilities.
• Producto Balance teacher-assigned and student-selected projects. o Offer students a choice of projects that reflect a variety of learning
styles and interests.
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Teaching All Learners
Concrete Representational Abstract
223
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Differentiation Strategies
Visuwords• Flexibility of color and contrast is a great example of
customizing the display of information so that it is accessible to a broader range of users and uses multiple means of representation- visual and spatial.
• Can grab the attention of learners with ADHD• Students can further explore by typing their own words
into the graphical dictionary.• Visual on-line dictionary.• Look up words to find their meanings and associations
with other words and concepts.
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Differentiation Strategies
Value and counting of coins-Money Song• Attracts attention of all students.• Will be especially advantageous to auditory and
musical learners, including those who may have sensory issues.
• Make a musical beat.• Say it out loud sometimes slowly and sometimes
quickly.• Use rhythm and rhyme .
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Differentiation Strategies
• Manipulatives• Coins (quarters, dimes, nickels, pennies) that
students will be able to count and exchange• Will give students with ADHD an opportunity to
actively participate during the lesson• Students with sensory issues can get the necessary
input. • Appeal to spatial and kinesthetic learners.
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Differentiation Strategies
Graphs, charts, illustrations.• Beneficial toward visual/spatial learners.• Relationship between numbers or amounts.• Breaks down information in a spatial form for
students who have difficulty with concepts.• Compact way to convey information.• Help students visually see the difference between
two or more values.
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$ Value of Money $
Pennie Nickel Dime Quarter Half-Dollar Dollor Bill$0.00
$0.10
$0.20
$0.30
$0.40
$0.50
$0.60
$0.70
$0.80
$0.90
$1.00
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Assessment
Classroom Money Market• Can be used as an informal assessment at
the end of the lesson when the class joins back together.
-ADHD: Allows for active participation
-Sensory: Allows students to work with manipulatives
-Reading difficulties: Incorporates visual aids (pictures, objects)