UDL to Solve Problem

Amy FlachSPED 644

March 12, 2014

General Class Description

• Ben is a 3rd grader in the Adaptive Learning Support classroom. There are 12 students in the classroom with varying disabilities. The classroom has one teacher, one para-educator, and two additional adult assistants. Students receive core subject instruction in this classroom, but are included in the general education classroom for science, social studies and specials. Currently the classroom teacher is out on medical leave and there is a long term substitute.

Current Problem

ChallengeBen is a student with multiple disabilities (Intellectual Impairment, Speech Language Impairment, and Orthopedic impairment). His current challenge is phonics instruction and meeting his individual needs identified on his IEP.

Barriers• Phonics instruction is not at

Ben’s instructional level• Ben can not communicate

the sounds clearly• Ben can not write the words

and struggles to manipulate materials.

• Ben’s behaviors are escalating because he is not engaged during instruction.

Problem Solved• The first step in solving Ben’s problem was to find additional staff

that was available to pull Ben for his own phonics group. This is how I became involved. Ben now receives phonics instruction 3 to 4 days a week with one other child from his class. The location is either in an adjoining room, or in the hallway.

• Updated Instruction is based off the informal assessments completed and his current IEP. We are focusing on identifying ending consonant sounds, medial short vowel sounds, and pre-primer sight words.

EngagementOption for Recruiting Interest

Ben mentioned that he loves Ray Rice. To motivate and engage Ben, we developed a football field phonics game. Ben was presented with pictures of “cvc” words on a football. If he selected the correct ending sound from a choice of 3 consonant letters, Ben was able to move his Ray Rice player down the field toward the goal.

Option for self-RegulationVisual were used to help Ben self-regulate on task behaviors. “Good Work” let Ben know he was on track.

RepresentationOptions for Perception

By having Ben in a small group for phonics, we were able to use materials/visuals that were enlarged and colored.

Options for Language & SymbolsThe small group instruction addressed Ben’s needs for decoding. Ben was able to represent his learning through hands on activities and games at his level.

Example of enlarged text

Action & ExpressionOptions for Physical Action

Ben was not able to manipulate small chips for playing sight word Bingo. Ben was provided a bingo dabber to mark his words. Additionally, we modified one phonics activity by using magnets and a fishing rod. These eliminated the physical manipulation barriers.

Options for Expressive Skills & FluencyDue to articulation needs, Ben was provided with pictures and letters so he did not need to orally respond. We were able to monitor his progress without having the articulation barrier.

Reflection: Multiple Means of RepresentationI. Provide Multiple Means of Representation: Your notes

1. Provide options for perception  

1.1Offer ways of customizing the display of information

Prior to working with Ben, informal data was collected to determine the instructional level for phonics. Letters and words were enlarged so Ben was able to see them more easily. Color coding highlighted the letter that represented the ending sound.

1.2Offer alternatives for auditory information

 

1.3 Offer alternatives for visual information  

1. Provide options for language, mathematical expressions, and symbols

 

2.1 Clarify vocabulary and symbols  

2.2 Clarify syntax and structure  

2.3Support decoding of text, and mathematical notation, and symbols

Support was given for decoding skills. Direct instruction was provided to Ben at his instructional level. Instruction included use of phonics games with visuals paired with text.

2.4Promote understanding across language

 

2.5 Illustrate through multiple media  

1. Provide options for comprehension  

3.1Activate or supply background knowledge

Daily instruction began with review of all consonant sounds. This activated background knowledge for letter sounds.

3.2Highlight patterns, critical features, big ideas, and relationships

 

3.3Guide information processing, visualization, and manipulation

 

3.4 Maximize transfer and generalization  

Reflection: Multiple Means of Action & ExpressionII. Provide Multiple Means for Action and Expression:

Your notes

1. Provide options for physical action  

4.1Vary the methods for response and navigation

We incorporated a variety of games and materials into phonics instruction. He had matching activities, selected response activities, and open ended response activities. We modified this lesson by decreasing the number of choices after observing that 3 choices were visually over stimulating.

4.2Optimize access to tools and assistive technologies

Ben’s orthopedic impairment limits his ability to manipulate materials. Materials were modified to accommodate for his needs. We used a magnet and bingo dabber. We selected a larger fishing rod that was easier for him to manipulate.

1. Provide options for expression and communication

 

5.1 Use multiple media for communication

Ben was provided with letter cards and pictures. Since articulation hindered correct pronunciation of words, he was able to select the ending letter or the picture to indicate that he decoded correctly.

5.2Use multiple tools for construction and composition

 

5.3Build fluencies with graduated labels of support for practice and performance

 

1. Provide options for executive functions  

6.1 Guide appropriate goal setting  

6.2Support planning and strategy development

We utilized the “Stop and Think” strategy each time Ben was presented with a picture. He had to Stop, repeat the word, think about the ending sound, make the sound, then choose his response.  

6.3Facilitate managing information and resources

 

6.4Enhance capacity for monitoring progress

 

Reflection: Multiple Means for Engagement

III. Provide Multiple Means for Engagement: Your notes

1. Provide options for recruiting interest  

7.1Optimize individual choice and autonomy

 

7.2Optimize relevance, value, and authenticity

 

7.3 Minimize threats and distractions

Working in a small group or one to one minimized the threats that were present during the whole class instruction. Distractions were decreased and opportunities for immediate feedback kept Ben engaged.

1. Provide options for sustaining effort and persistence

 

8.1 Heighten salience of goals and objectives  

8.2Vary demands and resources to optimize challenge

A variety of activity choices were offered. Ben selected a football activity with a Ray Rice Raven theme. Another activity that he liked with fishing for the correct ending sound with a magnetic fishing rod.

8.3 Foster collaboration and community

Ben’s small group included another child from his ALS class. He typically does not engage with classmates. Opportunities for him to play a game fostered community within the classroom.

8.4 Increase mastery-oriented feedback  

1. Provide options for self-regulation  

9.1Promote expectations and beliefs that optimize motivation

Visuals were used daily to promote self-regulation for on task behaviors. The “Good Work” card sat on the table next to Ben. When necessary, it would flip to listen or eyes on teacher if off-task behaviors were present. When Ben was back on task, the card would flip back to “Good Work”.

9.2Facilitate personal coping skills and strategies

 

9.3 Develop self-assessment and reflection