6.
4 Action and Expression – Michelle Lau
1. Apply UDL strategies
a. Universal supports ensures that EVERYONE in my class is reached, especially students with exceptionalities
UDL Concept Application to Teaching
Representation Over 50% of my class is ELL, so I believe portraying the same information in different forms gives all students a chance
- Providing content in multiple to choose what style “clicks with their brains.”
forms/media and offering a
variety of supports Before my lesson, I often active students’ background knowledge by having them do a “think-pair-share” activity. This
is when they each have a few mins to think/draw/write down what they know. Then they share their thoughts with a
partner and lastly, as a class wide discussion.
As the students are sharing, I write down key words on the board as well as write down new vocabulary and stick
pictures next each word.
During the lesson, I often include graphics, videos (with captions), leveled reading passages for varying reading levels,
and/or graphic organizers for all to use.
Action and Expression When I was teaching behavioural and structure adaptations of animals, students were put into groups and were given
- Allowing students to choose free choice as to how they can demonstrate their knowledge.
from various means to
demonstrate their knowledge As a class, we came up with a rubric together (ex: 0-1 adaptations is emerging; 2-4 adaptations is developing, 4-5
- Providing feedback and adaptations proficient, and 6+ adaptations is extending). Based on the rubric, groups could decide for themselves
support based on students’ where they are at and move on to their research from there.
level of proficiency
My students came up with amazing ideas! Some chose to create a poster, while others performed a skit. Some groups
created videos with sound effects and animations added in and others created a blog with interactive features on it.
Engagement Teachers can try to offer different learning activities to engage all learners. Instead of a “boring” worksheet at a desk,
- Ensuring students are given perhaps try:
choices that best suit their - Comic strip
learning needs and style. - Hands-on experiments
- Teaching while singing song or reciting a poem
- Creating a song with your class about the lesson
- Having lessons outside
- Treasure hunt
- Human mind map (1 student in the middle as the “main idea”; other students link arms and branch off main
idea as they make connections)
- Skipping/jumping as they do math facts
2. Include Curricular Adaptations into the lessons
Curricular Adaptations Example How/Why does this help?
Allow the use of alternate media - Some students have difficulties processing
- Promote the use of various technology to visual or auditory information. Using various
make learning materials more accessible forms of media ensures students can choose a
o Use speech-to-text or text-to-speech medium that suits their learning styles
o Use headphones or specialized - Visuals are permanent (spoken words
headsets such as “TV ears” to directly disappear), so more time is allowed for
hear the sounds from the language and instructions to be processed
projector/laptop/TV - Visuals have no attitude (no tone or
- Use various forms of media to make https://www.reviewgeek.com/55797/the-best- disapproval)
concepts more concrete headphones-for-kids/ - Visuals increases students’ independence and
o Visual learners autonomy
Videos, pictures, graphs and - Visuals reduce anxiety
charts, key words written on - Visuals can be more consistent than words,
board making it easier to transfer between
o Auditory learners environments and people - using the same
Audio books picture (ex: playground) to represent “outside
Recording of written playtime”
information - TV ears enhance speech sounds and tone
o Tactile learners down background noises
Flashcards, board games, pads - Some students may struggle with both visual
for notetaking and auditory learning styles, so use of tactile
- tools can increase their participation to the
https://rockinresources.com/2015/01/writing-mini- lesson
lesson-14-graphic.html
Include leveled reading materials and adapted - Allows students to be a fully participating
comprehension assessment member of the class while reading materials
- Have various levels of reading materials that suited to their reading level
covers the same topic/theme - Students with ASD may struggle with written
- Allow students to demonstrate output even though they understand the
understanding using multiple choice story. Providing choices gives them more
answers, or pictures instead of open ended avenues to demonstrate their knowledge.
answers
https://www.lakeshorelearning.com/products/book
s/paperback-books/leveled-books-classroom-
library1/p/AA300X/
Allow flexible deadlines for assignments and - Students may struggle with completing
adapted workload assignments at home, and may need extra
- Students may need extra time to complete time at school to complete work
assignments - Some students will require a reduced
- Reduced or increase workload as required workload while others may need more to
further challenge their thinking
https://hbr.org/2019/04/why-we-dont-ask-for-
more-time-on-deadlines-but-probably-should
Provide choices to demonstrate understanding - Students are unique and demonstrate
- Allow students flexibility to choose how to learning in various ways.
want to demonstrate learning - Allowing students to choose how they want
o Verbal presentation to demonstrate their knowledge means more
o Poster engagement from the student and a more
https://www.freepik.com/free-photos-vectors/kids-
o Poem/song authentic assessment of that student
singing
o Dance
3. Embed Environmental Adaptations into the Classroom
a. Physical setting of the classroom is just as important as the lesson itself. The way a classroom looks, feels, and functions greatly impacts student
learning. Environmental adaptations can benefit any student, not just those with exceptionalities!
Environmental Adaptations Example How/Why does this help?
Provide “Shape of the Day” - Some students (particularly those with ASD)
- Write on the board to represent how the day sometimes struggle with transitions between
is going to move and look like activities or changes in daily routines
- For emergent readers, use pictures to - Shape of the day primes the student in terms
represent the subject/activity of what is next and aids in decreasing their
- Consider having a smaller, personal shape of anxiety about the unknown since they know
the day at the corner of the student’s desk exactly what is coming next
and cross off/remove (if using Velcro) when - Use of 3-2-1 allows student to gauge how
activity is completed https://www.pinterest.ca/pin/67976275615272335/ long is left before the end of the activity,
- For non-verbal students, use PECS to decreasing the stress that comes with abrupt
communicate ideas and promote choosing transitions
between 2 choices (do you want to do this or
that?)
- Use countdown strip of 3-2-1 to signal a
transition
o PECS version can include “First” and
“Then” http://autismcircuit.net/tool/first-then-card
Cozy Corner/Sensory room - Explicitly teach student signs that their
- Promote the use of cozy/quiet corner in low bodies are stressed, practice identifying
traffic area of the classroom to aid in self- theses signs, and
regulation - Learn to identify signs that body is stress
- Learn when to ask for a body break and
engage in activities they could do to calm
and refocus their bodies
- Engage in use of sensory activities and tools
o Noise cancelling headphones http://speech-
o Sleep masks specialed.blogspot.com/2013/09/check-out-our-
o Weighted blankets sensory-break-space.html
o Day tent
o Egg chair (from IKEA)
- Feel safe asking to use the sensory room as
needed (ex: cozy corner in classroom is still
too loud or overwhelming)
Provide Sensory Tools - Up to 95% of children with ASD have sensory
- Promote the use of fidget tools to help processing disorder, which makes it difficult
regulate stress and improve focus for them to learn and focus in a busy
o Wiggle chair, fidget spinner, stress classroom environment
ball, gel floor tiles, pencil toppers, - Fidget tools promotes self-regulation of
tangle puzzles, clay, weighted lap emotions
pads, resistant bands, foot rollers, - Students with repetitive behavior can use
pressure vests, etc. fidget tools to maintain their motions while
still being able to participate in classroom
learning and not distract other students
https://www.kaydansensory.com/en/touch-
feel/723-surfloor-liquid-gel-floor-tiles.html
Provide flexible seating options - students are able to learn more about
- allow student to choose where they want to themselves and their learning styles when
work they are actively choosing how they want to
- provide seating options like group tables vs engage in their learning
single tables, standing vs regular tables, soft
carpet, wobbly cushion
https://teacherstoolkitblog.com/2020/02/flexible-
seating.html
What challenges do you see emerging as you attempt to make curricular materials accessible?
- Lack of funding to get supplies such as flexible seating options, or leveled readers
- Lack of training for staff in using the various tools (ex: How on earth do I use leveled readers?!)
- Limited space for cozy corner (Our school is super tight on space, so our custodian closet is currently doubling up as a “cozy” corner)
- Students fighting over certain resources because there isn’t enough for everybody (ex: 1 wobbly chair for the whole class)
- Time constrains for teachers to make visuals and find/create suitable graphic organizers
- Insufficient time to allow students to always have a choice how they want to demonstrate their learning (ex: not enough time for every student to do a
presentation for every task)
- Outdated technology (old iPads that no longer support needed programs/apps)
References
Caring 4 Our Kids. (2018, May 30). 5 Important Classroom Accommodations For Children With Autism. Retrieved from Caring 4 Our Kids:
http://caring4ourkids.com/important-classroom-accommodations-for-autistic-children/
Hearing Aid Buyer Today. (2020, January 3). 2020 guide to buying TV Ears – Hearing Aids for Watching TV. Retrieved from Hearing Aid Buyer Today:
https://hearingaidbuyertoday.com/2014-guide-buying-tv-ears-hearing-aids-watching-tv/
PsychCentral. (2017, March 13). 14 Possible IEP Accommodations for Children with Autism & ADHD. Retrieved from PsychCentral:
https://psychcentral.com/pro/child-therapist/2017/03/14-possible-iep-accommodations-for-children-with-autism-adhd#1
