UDL Solutions Plan: Step Two:

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UDL Solutions Plan: Step Two:

Deriving UDL SolutionsBlank Template

Grade: Teacher: . Subject: Standard:

Goal:

Materials & Methods Potential Barriers/Missed Opportunities UDL Solutions

Printed textbook Brian—Difficulty decoding/understanding word meaning Animation of text meaning (software, Web) can be used to help Brian decode the meaning of words and phrases by invoking his interest and attention.

The teacher can employ alternative representations such as audio descriptions for words and images. He might find it easier to learn through listening than reading printed text.

Color highlighting in word processing, where Brian is able to recognize specific words he has been taught and learn how they have been used. This is an alternative to

Identify Brian’s interests and tie the learning activity to those interests. Improving his interest makes easier the learning process.

Careful selection of words/stories that promote gradual progressive learning process. Brian can be taken through several simple tasks that encourage his understanding.

Library research Brian—May have trouble keeping track.

Brian may be introduced and guided through a simple online library where web pages have links to related information; this will work to broaden his concentration.

Providing materials such as multimedia glossary and encyclopedia which can help him keep track of his research work. Ensure that he begins with simple tasks.

Graphic highlighting (such as circles, arrows, boxes), use of different presentation methods and multimedia templates in the library highlight critical features. This can help Brian make ease of his research work through simplification of content

Employ methods that can enable Brian conduct self monitoring while he takes charge of his own Research process. Developing such independence ensures Brian learns how to keep track

Brian should be given opportunities for demonstrations by the teacher through the research period. This enables the teacher to keep track of the learner who in turn benefits from directions from his teacher.

Oral report on flower Brian—May be intimidated Pair Brian with another student while doing the presentation to enable him overcome any fears he may have while presenting the oral report.

Allow Brian to make his oral presentation while sitting, this technique makes him more comfortable so that he is able to overcome his intimidations.

Avail aids to Brian to enable him describe the flowers. These aids can be specially designed toys on the shape of a flower. They can help him relate and interpret the objects he is handling.

Person to person (in this case teacher to learner) communication enables the learner overcome inhibitions he may have, especially if he trusts the teacher completely. This method overcomes the barrier of talking in front of an audience.

Provide means through which he can organize his thoughts. They may include sticky notes on his book and highlighting material.

Ask Brian if he is comfortable doing the oral presentation before or after other members of the class and allow him his wish. Talking after the others might help him relax and obtain ideas from those who present before him.

. Reference:

BIBLIOGRAPHY l 1033 Cook, A. M., & Hussey, S. M. (2002). Assistive technologies: principles and practice. Maryland Heights : Mosby.

Green, R. A., & Blair, V. (2011). Keep It Simple: A Guide to Assistive Technologies. location Santa Barbara: ABC-CLIO.

Russo, C. J., & Osborne, A. G. (2007). Essential concepts & school-based cases in special education law. Thousand Oaks: Corwin Press.