4251 3

0011 0010 1010 1101 0001 0100 1011

Best Practice Approach to Universal Design

By Chrissy Schuck and Kurt Benninghoff

4251 3

0011 0010 1010 1101 0001 0100 1011

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.

4251 3

0011 0010 1010 1101 0001 0100 1011

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

4251 3

0011 0010 1010 1101 0001 0100 1011

Our Classroom

Population: 20 students• Five with learning

impairments.

ADHDSensory issues

Visual and Auditoral

Reading impairments • Classroom will be divided

equally.

4251 3

0011 0010 1010 1101 0001 0100 1011

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.

4251 3

0011 0010 1010 1101 0001 0100 1011

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.

4251 3

0011 0010 1010 1101 0001 0100 1011

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.

4251 3

0011 0010 1010 1101 0001 0100 1011

Teaching All Learners

Concrete Representational Abstract

223

4251 3

0011 0010 1010 1101 0001 0100 1011

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.

4251 3

0011 0010 1010 1101 0001 0100 1011

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 .

4251 3

0011 0010 1010 1101 0001 0100 1011

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.

4251 3

0011 0010 1010 1101 0001 0100 1011

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.

4251 3

0011 0010 1010 1101 0001 0100 1011

$ 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

4251 3

0011 0010 1010 1101 0001 0100 1011

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)