Universal Design For Learning Languages
Ⅰ
Representation
Use multiple means of representation.
Provide Options For Perception
- Options that customize the display of information
- Options that provide alternatives for auditory information
- Options that provide alternatives for visual information
Provide Options For Language & Symbols
- Options that define vocabulary and symbols
- Options that clarify syntax and structure
- Options for decoding text or mathematical notation
Provide Options For Comprehension
- Options that provide or activate background knowledge
- Options that highlight critical features, big ideas. and relationships
- Options that support memory and transfer
- Options that illustrate key concepts non-linguistically
Ⅱ
Expression
Use multiple means of expression.
Provide Options For Physical Action
- Options in the mode of physical response
- Options in the means of navigation
- Options for accessing tools and assistive technologies
Provide Options For Expressive Skills
- Options in the media for communication
- Options in the tools for composition and problem solving
- Options in the scaffolds for practice and performance
Provide Options For Executive Functions
- Options that guide effective goal-setting
- Options that support planning and strategy development
- Options that enhance capacity for monitoring progress
Ⅲ
Engagement
Use multiple means of engagement.
Provide Options For Recruiting interest
- Options that increase individual choice and autonimity
- Options that enhance relevance, value, and authenticity
- Options that reduce threats and distractions
Provide Options For Sustaining Effort & Persistence
- Options that heighten salience of goals and objectives
- Options that vary levels of challenge and support
- Options that foster collaboration and communication
- Options that increase mastery-oriented feedback
Provide Options For Self-regulation
- Options that guide personal goal-setting and expectations
- Options that scaffol coping skills and stategies
- Options that develop self-assessment and reflection
Dance & Creative Movement
Put the following items in a box in your classroom:
- Scarves
- Colored tissue paper or tissues
- Crepe paper streamers (even a toilet paper roll)
- Elastic tape for stretching or pulling
- Bubbles Maracas, or a sealed container 1/2 full of dried macaroni
- Dancing socks: bells sewn onto top of ankle socks (nonskid soles give children extra traction while dancing)
- Favorite dancing DVDs or CDs “Inside balls” (Superball or Styrofoam ball)
- Flashlight or glow stick (please check age requirement to see if appropriate for your child)
- Music Instruments (See Music Box)
We could:
- Create a dance with flowing scarves, tissue paper, or crepe paper.
- Stretch, using elastic tapes (found in sewing centers or variety stores).
- Sew the ends of tapes together to make a huge elastic band.
- Dance with balloons and/or bubbles to all kinds of music.
- Bounce or throw “inside balls” in new and inventive ways.
- Create dances in the dark with flashlights or glow sticks.
- Shadow-dance in a dark room in front of a light source.
- Write your name in the air with different parts of your body.
- Follow the leader by dancing facing a partner and imitating the movement.
- Dance and move in front of a mirror.
Creative Dramatics
Put the following items in a box in your classroom:
- Old clothes, scarves, hats, accessories, neckties
- Large fabric scraps and old sheets to wrap, drape, and tie
- Aluminum foil for space suits, armor, and shields
- Old household items, such as discarded tools, an old telephone, a broken hair dryer without the cord, broom, and bucket
- A microphone, if available
- Cardboard boxes of various sizes for stages, scenery, and puppet shows
- Glue, heavy-duty tape (like package or duct tape)
- Paper plates and paper bags to create puppets (More supplies can be found in the Visual Arts Box)
We Can:
- Act out stories we read
- Improvise stories we make up
- Take turns speaking, staying in character
- Change our voice to match our characters – loud, soft, high, low
All Kids Want to Play
All kids want to play. Kids with disabilities are no different. “Ian” is a short, animated film inspired by the real-life Ian, a boy with a disability determined to get to the playground despite his playmates bullying him. This film sets out to show that children with disabilities can and should be included.
“Ian” started as a mother’s mission to educate her son’s bullies on the playground—one to one. When she realized that the need for inclusion was bigger than one playground, she wrote a book and founded Fundación ian to change thousands of minds and attitudes about people with disabilities.
You can learn more about this project at respectability.org.